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Robert and James Brooks
Business People May 2002 issue
In the early 20th century, automobiles were a luxury and interstate highways didn't exist. There weren't many hard, paved surfaces in the region, and it would be after World War II that the automobile would become a common mode of personal transportation.
In the early 1900's, John F. Brooks was looking to a future when he convinced the City of Fort Wayne to construct Forest Park Boulevard using asphalt. He also constructed an Indiana portion of the Lincoln Highway linking New York City and San Francisco, the first concrete road in Indiana as part of the state three-mile law. For 49 years, John Brooks nurtured and developed Brooks Construction.
As he built the company, John Brooks also built a family, including twin boys James (Jim) and Robert (Bob) Brooks. Jim and Bob grew up as siblings and friends, graduating from South Side High School, attending Carleton College in Minnesota, and serving in the U.S. Navy at the beginning of World War II.
"We were close as brothers and as friends, and we did things together all through our school years," says Jim Brooks. "We even shared a room our freshman year at college, but later we became more independent. For both of us, even though our college educations were interrupted by the war and our service, we returned to complete our degrees."
After earning their college degrees, Jim and Bob say they both knew they wanted to return to Fort Wayne and work in the family business, although in different areas. Bob had always been most interested in the field operations, while Jim found the business and financial aspects more compelling. Bob says he saw how many of the technological advances that came from the war effort could be applied to the paving industry, and Jim says he knew he could apply his business coursework and his experience as a Navy supply officer experience to that aspect of the company.
"We had worked in the business during the summer of 1946, and so when we returned to college after the war, we had a sense of the business itself. It also meant that as we had employees doing work for us, we knew what each job required because we had done it," Jim says. "We agreed when we returned in 1947 that Bob would work in the outside areas of the business and I'd work on the inside. That worked well for both of us and capitalized on each of our strengths."
The men worked under their father's direction until he passed away in 1958. Both acknowledge their father's influence on their work and their determination to maintain his philosophy of integrity. They say their father allowed them to do their jobs, and they learned from him that when one gave his word, it was vital to keep that promise. They also credit their mother Emma's ambition and visionary efforts as their inspiration for looking at new opportunities and developing them without questioning the negative "what's happens if" scenarios.
One of their first projects was Brooks Construction's involvement in building the Indiana Toll Road in the late 1950s. Under their direction, the company continued to grow, and in the early 1960s, it was included in a federal government study analyzing the efficiency of asphalt plants throughout the nation. Brooks Construction was proud to be cited as the third-most efficient plant in the United States in that study. The distinction was a direct result of the brothers' creativity and ingenuity.
"As we worked in the industry, we saw a field that was doing the same things, in the same ways it had for years," Bob says. "We looked ahead and saw challenges in production efficiency and surface smoothness, for example, and we moved ahead with our ideas, which subsequently proved successful."
The innovations credited to Brooks Construction include the use of the front end loader instead of stationary cranes for loading raw materials to increase efficiency, and the change to using hot oil for heating asphalt instead of using boilers and steam that generated dirty black smoke.
A key innovation was the company's development of the portable plant in the early 1960s. Whereas in the earlier years it could take nearly three weeks to disassemble, move and reassemble an asphalt plant at a new worksite, Bob designed a system that included putting wheels under every plant component and using new quick-disconnect hardware for generators and asphalt tanks. It was a revolutionary idea that allowed Brooks to perform in three days the same move that previously spanned three weeks. Within six months of the development of this Brooks Construction "Portable Plant," every major plant manufacturer had copied the design and begun selling the plants to others.
Under Jim and Bob's leadership, Brooks Construction also became the first asphalt manufacturer to elevate the asphalt plant control booth. This new way of doing things offered a better view of the manufacturing plant. They also placed delicate control instruments into environmentally controlled rooms, a new idea at the time as well.
"The innovations we could make are the beauty of owning your own business," Bob says.
"We were able to see a need and fill that need through our developments," Jim adds. "In addition to the technical developments, in the 1960s we also saw the potential for our estimators to become salesmen. While before the industry wasn't sales-oriented, we saw an opportunity to begin selling our services to those who needed it instead of waiting for them to come to us."
Also in the 1960s, Jim and Bob introduced the "total site development" concept to the Fort Wayne area. Instead of using subcontractors, Brooks Construction gained a competitive edge by being able to complete all infrastructure construction, such as earth moving, water and sewer line installation, curbing, trucking and paving, without the constraints of subcontracting. This gave the company more control over costs, schedules and quality.
Through the 1960s, Jim and Bob led Brooks Construction into the commercial market in addition to the previous focus on government work. By the end of the 1980s, Brooks Construction had operations in nearly all of the counties in northeast Indiana and the company had become one of the Midwest's first asphalt recyclers.
The Brooks 1st emblem was developed in the late 1970s and continues to be used today. It allowed Jim and Bob to "brag a bit about our quality, reliability and our reputation in the Fort Wayne community."
In the late 1970s, Bob wanted to do more with the company and Jim was ready to take a background role. This worked well until the time came in 1987 when both men were ready to retire. By then, they had also each brought one son into the business. In May 1987, they passed the Brooks Construction torch on to Andy and John Brooks, who purchased the company.
"We watched our sons come into the business and we knew if we stayed on, we would have been an anchor to them. Andy and John had the knowledge and ability to run the business and we wanted them to be able to do that without our intervention," Bob says. "When we retired, we even left the area for the first year so everyone would know they were in charge. We had seen too many other father-to-son business transitions challenged because the son wanted to do something new but the father wanted to do things the old way. We wanted Andy and John to be able to do their own thing, and they certainly have done an admirable job."
By the time they retired, Jim and Bob had built Brooks Construction from a small company employing up to 35 people to one that employed 100 in one of northeast Indiana's largest paving companies. The men say they "recognized that there were plenty of opportunities in a 60-mile radius of Fort Wayne and we wanted to keep our work here."
During their 30 years of company ownership, Jim and Bob stayed involved in state and national asphalt industry organizations. Bob served as President of the Indiana Asphalt Paving Association and as Chairman of the Marketing Committee for the National Asphalt Paving Association, for instance. Jim was active on the Indiana Highway Construction Board and was also involved with the Fort Wayne Chamber of Commerce, Jaycees, Rotary Club, Fort Wayne Charities and Plymouth Congregational Church. He also served on the Indiana Institute of Technology Board of Trustees.
"These activities got us involved in our industry and in our community, and each was a learning experience," Bob says.
In addition to being generous with their time, Jim and Bob were generous with in-kind services to local organizations. For example, when a local organization for the disabled needed to purchase equipment and hand tools for a sheltered workshop, Jim approached other suppliers with whom they had worked over the years and enlisted their cooperation in donating and/or selling the tools at cost. Brooks Construction regularly donated paving materials and services to area organizations, too, and without publicity, the company built tennis courts at the YWCA and paved church parking lots.
'So many people influenced us over the years, and Fort Wayne was good to us," Jim says, "Through these contributions, we could give something back to the community."
Both Jim, now a full-time resident of Florida, and Bob, who divides his time between Florida and Fort Wayne, have made an impact on Fort Wayne and northeast Indiana. Through sound business practices, innovative designs, and a strong sense of loyalty to the region served by Brooks Construction, they developed the successful business of which they continue to be proud. | <urn:uuid:ae682c78-1642-4e1d-97a6-31d014a0ec2c> | CC-MAIN-2018-26 | http://www.jani.org/images/docs/Robert_and_James_Brooks.pdf | 2018-06-22T05:42:53Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00256.warc.gz | 434,815,733 | 1,897 | eng_Latn | eng_Latn | 0.999079 | eng_Latn | 0.999343 | [
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MEDIA ALERT
The New Jersey Poison Information & Education System - Serving New Jersey Since 1983
Media Contacts: Nancy Sergeant, SGW, 973-263-5471, firstname.lastname@example.org Alicia Gambino, MA, CHES, NJPIES Director of Public Education, 973-972-9280, email@example.com
BREAKING NEWS: Bad storms expected in NJ and the area that can cause electrical outages. Carbon Monoxide poisoning is an immediate danger and more prevalent during bad weather.
SAFETY TIPS TO PREVENT CARBON MONOXIDE POISONING DURING BAD WEATHER:
1. Have a flash light or candles and matches at the ready.
In the event of power outages, take these precautions:
2. Do not bring portable generators, gas-powered equipment or heating items into a closed home or garage.
4. Check the batteries on your carbon monoxide detector.
3. Never cook or heat with charcoal indoors.
5. If you don't have a detector, install one before the bad weather hits.
7. Open flues if you are using a fireplace.
6. Keep your home well ventilated. If need be, keep a window slightly cracked to allow air flow.
8. Do not idle a car in a closed garage. Once you pull in, immediately turn off the engine.
IF YOU SUSPECT CARBON MONOXIDE POISONING TAKE IMMEDIATE ACTION:
* Contact your local fire department immediately.
* Get out of the house and
* Do not waste time opening windows or trying to "air" out the house/building; which will delay your escape from possibly dangerous fumes.
Newark, N.J., November 13, 2009— With bad weather storms predicted for this weekend, New Jersey residents are warned to take necessary steps to make sure this Friday the 13 th weekend storm passes as safely as possible. During bad weather, it is not uncommon for homes and offices to experience power outages. Responding by bringing generators and gas-powered items indoors is dangerous and potentially poisonous. Many home heating systems have also not yet been properly prepared for the winter and residents may be at risk for carbon monoxide (CO) exposure.
During bad weather, residents tend to close down their homes, but frequently bring items indoors with them that are potentially more dangerous than the bad weather outside. Carbon monoxide is a particularly danger as it is an odorless and colorless gas that is only easily detected with an installed and fully functional carbon monoxide detector.
Help is Just a Phone Call Away
If you suspect carbon monoxide poisoning, or have questions about the safety of an item in your home, call the Poison Control Hotline (1-800-222-1222). Trained health professionals are on duty 24 hours a day to answer questions and provide guidance and advice. Officials recommend putting the number in all family cell phones as well as programming it as a speed dial number on landlines, and prominently posting the number near home and phones. | <urn:uuid:6593f0ae-2d22-47ef-b755-898dfbb13e6e> | CC-MAIN-2018-26 | http://www.njpies.org/PDFs/News-and-Events/Press-Releases/2009/NJPIES_Carbon-20Monoxide-20Media-20Alert-20(Nov09).pdf | 2018-06-22T05:34:12Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00258.warc.gz | 467,259,275 | 625 | eng_Latn | eng_Latn | 0.998219 | eng_Latn | 0.998219 | [
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Water Conservation- Restrooms
What is Certifiably Green Denver?
Saving Water through Efficient Fixtures
The Certifiably Green Denver Program provides education and recognition for environmental achievement. Our free services are available to any business in the City and County of Denver.
Certifiably Green Denver offers:
Assessments to identify water conservation and energy-efficiency options
Information and assistance to meet your business needs
Public recognition for your environmental efforts
Why Participate? Compliance - Proper management practices help minimize wastes, reduce downtime, and keep you in compliance with regulations.
Cost Savings - Less waste means lower disposal and operating costs. Efficient use of materials, water, and energy saves money.
Public Image - Superior environmental practices affect your image with customers, the community, and regulatory agencies.
Public Recognition!
Certifiably Green Denver publicly recognizes certified businesses through free advertising. This includes Internet listings and advertising in the newspaper, magazines, radio, and water bill inserts. Certified businesses receive a framed certificate and window decal.
Installing water-efficient fixtures saves money on your water and energy bills by reducing water use and energy to heat hot water.
Additionally, newer high-efficiency fixtures are often more attractive and effective, creating a more comfortable
environment for your staff and guests. The table below illustrates some common water fixtures and their
associated savings.
| | Fixture | | Average | | Average | | Return on | Additional |
|---|---|---|---|---|---|---|---|---|
| | | | Water | | Annual Cost | | Investment | Benefits |
| | | | Savings (%) | | Savings | | | |
| Low-flow Aeratord | | 75% | | $130 | | <1 month | | |
| Touchless Faucetd | | 85% | | $140 | | 3 years | | |
| High- Efficiency Toilet | | 60% | | $540 | | <1 year | | |
| Waterless Urinald | | 100% | | $225 | | 2 years | | |
For toilets and urinals, look for the WaterSense label, which means the fixture has been tested for efficiency and performance by the EPA.
Rebates on water-conserving fixtures are available from Denver Water, and help you save even more money. Visit www.denverwater.org/conservation for more information.
Helpful Resources
See the Certifiably Green Denver website for more helpful resource sheets:
www.denvergov.org/CGD
Visit the EPA Watersense website for more information on saving water at work and at home:
http://www.epa.gov/watersense/
Visit us on Facebook!
facebook.com/cgdenver
Contact Information Janet Burgesser Program Manager
Certifiably Green Denver 200 W 14th Avenue, Dept 310
Denver, CO 80204
Phone: 720-865-5457
Fax: 720-865-5534
Email: email@example.com | <urn:uuid:3e87c5a6-0c53-4a46-a54f-57612adc9762> | CC-MAIN-2018-26 | http://www.denvergov.org/content/dam/denvergov/Portals/771/documents/EQ/CGD/New%20Resource%20Sheets/Water%20Conservation%20-%20Restrooms.pdf | 2018-06-22T05:16:58Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00257.warc.gz | 398,070,562 | 668 | eng_Latn | eng_Latn | 0.98586 | eng_Latn | 0.98586 | [
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Levendale Primary School
FROM HUMBLE BEGINNINGS
NATURE'S WAY
THE growth of the Levendale population in the late 1800s led to local demand for some essential services in the area including school infrastructure.
were rubbish free and students were told never to leave rubbish on the classroom floors.
Tasmania's Heritage Trail and our parents put on lunches for them in the community hall while the school choir entertains them.
So on April 15, 1901, Levendale Primary School was opened.
The school was the last to be built in Tasmania using Federation funds.
This year Levendale Primary School has 24 students and eight of them are fourth generation students whose relatives have attended the school over the years.
Students travel from Whitefoord, Runnymede and Buckland to attend the school at Levendale on a bus driven by the school's neighbour.
In the early days, students had to walk to school.
Graham to commemorate the late principal.
Some would trave more than five kilometres on foot — no mean achievement.
And once in a while stu- dents travelled to Buckland
for their sports carnivals.
In 1911 the rules were strict and students had to toe the line.
They had to march into school and have their hands at their sides unless they were working on a particular task.
Children had to stand up to answer a question or to read and neatness, punctuality and cleanliness were paramount.
In 2001 Levendale Primary School celebrated its centenary. The late Premier Jim Bacon came to the school to present students with a special badge.
We also had a huge celebration at Easter when we planted 10 new trees — one for each decade of the school.
Mark Graham was the principal at Levendale between 1963 and 1989.
Today we have a range of technology at Levendale to help us with our learning.
We use computers, CD ROMs, digital cameras, DVDs and the internet to research, prepare and present our work.
We have modern furniture and sports equipment which make learning and sporting activities enjoyable.
This year we have held cluster sports days and in September more than 300 students from neighbouring schools come to Levendale for an athletics day.
Teachers ensured the school buildings and grounds
At the end of each year we have a presentation night and parents, grandparent and relatives come and see what we have been doing throughout the year and sing a song.
And on the last day of school Santa comes and we get little presents.
In 1993 the Mark Graham Memorial Photo and History Room (housed in the former principals' residence at Levendale) was opened by Norma
Lots of people visit Levendale as part of their travels on
I have asked my classmates what it was about Levendale they liked the most and most said: ''we all know each other very well and feel like a big family''.
By Brendan Iles
Students' hockey passion
LEVENDALE Primary School fields two teams in the Southern Schools Hockey roster.
Every Saturday during winter our parents take us to Hobart to play.
Students from Levendale have been involved with hockey for more than 14 years.
Our groundsman Ken Rosendale is the coach and he trains us during his lunch break twice a week to make sure we are ready to play.
David Cowen helps Ken on Saturdays because sometimes both teams play at the same time.
Most of the school usually turns up for training.
We learn how to block the ball and pass and play hockey to have fun and keep fit.
A WINNING TEAM: Levendale Primary School hockey representatives.
I think that is because we spend so much time training together.
Our team plays well together.
Our last game was particularly rewarding — the scoreline was 19-2.
We got 19 goals and
ADVERTISEMENT
were very proud of ourselves.
his dad cut a stick down for him.
Meanwhile, on the first day of term three we had a visit from Commonwealth Games gold medallist Matthew Wells.
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Proud to support Levendale Primary School
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Matthew talked to us about his experiences and revealed that he started playing at primary school too.
He told us that when he was just three years old
Matthew signed our hockey sticks and our annual shield and showed us his medals and a video of the winning goal at the
Handyman and Tool Hire
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Commonwealth Games in Melbourne this year.
By Kain Cowen, Jessica Cowen and Codie Rosendale
McConnon's Sawmill Levendale
Proud to support
Levendale Primary School
Phone/Fax 6254 6147
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Levendale Primary School
BODYWORKS
PHILLIP BOOTH
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EACH year Graham Raphael comes to Levendale to help us prepare our honey. He collects all the supers from the hives and brings them into the school. The students help him cut off the wax caps using a heated knife. The supers are then put into an extractor. Students help produce the honey, put it into containers and sell it. Each year we make a few hundred dollars for the school.
LEVENDALE LUNCHES
AT Levendale we host lunches to raise money for our school. Our parents cook lots of delicious food and we sing songs to entertain visitors. We welcome people to our school and show them our history room, the beautiful environment, and our schoolwork — especially our recycling projects and our artwork. Our parents help students with cooking and reading and last Christmas helped us make a float for the pageant.
SWIFT'S SAVIOURS
STUDENTS from Levendale Primary School planted a number of blue gum trees in 2001 to encourage the swift parrot to stay in its natural environment. The swift parrot is listed as vulnerable and its blue gum habitat is fast disappearing. Swift parrots return to Tasmania in spring to breed in old hollow trees. During the breeding season, the birds feed mainly on nectar. The clearing of blue gums means there is less food for the swift parrots to eat. We hope the new trees will make a difference for this special bird species.
By Ashlie Cowen, Laura McConnon and Brontie Birchall.
THIS page was compiled by Grade 3-6 students from Levendale Primary School. We would like to thank our sponsors for their support.
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Status: State Threatened
Global and state rank: G5/S2
Family: Hiodontidae (mooneyes)
Total range: The mooneye is restricted to North America and its range is generally discontinuous. It is found in the St. Lawrence-Great Lakes (except Superior), Mississippi, and Hudson Bay basins from the Gulf Coast and Mobile Bay drainage to the eastern parts of North Dakota, southeastern Saskatchewan and Southern Manitoba (Page and Burr 1991, Smith 1985, Scott and Crossman 1973).
State distribution: Northern-lower Michigan is at the edge of the mooneye's range. The historic distribution of mooneye in Michigan is not well known, because other species such as gizzard shad, alewife, and some ciscoes have been misidentified as mooneye causing some uncertainty. Mooneyes have been confirmed from lakes Michigan, Huron, St. Clair, and Erie, although they seem to be historically scarce in Lakes Michigan and Huron (Van Oosten 1961, Evers 1994). Within the last 20 years however, the mooneye has been found in low numbers only in Lake St. Clair and the St. Clair River (MI DNR).
Phone: 517-373-1552
State Distribution
Best Survey Period
Recognition: The mooneye is a silvery, deep bodied, laterally compressed fish. It has a small, oblique mouth and a large eye. The lateral line is complete and almost straight and has 52-57 scales. The caudal peduncle is long. The Mooneye has a keeled ventral edge from pelvic fins to anus but it is not serrate. In addition, the mooneye has a strong toothed plate on the tongue and prominent teeth on the roof of the mouth.
The mooneye has historically been confused with gizzard shad, alewife, and some cisco's. The easiest way to distinguish gizzard shad and alewife from mooneye is their lack of a lateral line. Cisco's have an adipose fin whereas the mooneye does not.
Best survey time/phenology: The mooneye has been collected in the fall in Michigan, but other times may also be effective survey times.
Habitat: The Mooneye occurs in clear large rivers and lakes. They are often found in deeper holes of rivers with swift currents and firm substrates (Smith 1979). They appear to be intolerant of silt and turbid waters (Trautman 1981, Smith 1985).
Biology: In Michigan waters, the mooneye spawns in April and May and possibly into June (Scott and Crossman 1973) when water temperatures are around
10-13°C (Glenn and Williams 1976). The mooneye appears to become sexually mature in their 4 th , 5 th , or 6 th year and spawn every year after, with males generally maturing 1 year earlier than females (Glenn and Williams 1976).
During their first year, mooneye feed mainly on insects, specifically larval mayflies (Ephemeroptera), caddisflies (Trichoptera), and midges (chironomids) (Glenn 1978). By mid-July of their first summer, young mooneyes are able to ingest adult corixids (water boatman) (Glenn 1978). Adult mooneye feed mainly on corixids, adult beetles (Coleoptera), adult and larval mayflies (in season), and a variety of midges (Glenn 1975). In addition, crustaceans, filamentous algae, and tree bark have been found in the stomachs of mooneye (Glenn 1975), yet there is no evidence that mooneye eat fish or mollusks (1975, 1978). Mooneye stomachs were found to be most full during April, May, October, and November (Glenn 1975), whereas during June and August they seem to grow the fastest (Glenn 1976).
The mooneye averages 293 mm in total length and 226 g in weight (Wallus and Buchanan 1989). Male mooneye can live up to 7 years and females up to 9 years (Glenn and Williams 1976).
Movements: No movement studies have been published on the mooneye, but it is suggested that they travel to rivers to spawn. Hence movements may be extensive.
Interesting note: The mooneye is one of only two Osteoglossomorpha (toothed tongue) species in North American, the goldeye being the other species. Most of this group is found in the southern hemisphere and includes the largest wholly freshwater fish, the giant arapaima of the Amazon, which can grow up to 3 m. Preserving this species is important for the biodiversity of not only Michigan but North America.
Conservation and management: Mooneye populations are naturally discontinuous throughout the U.S. and today many are considered vulnerable to decline (NatureServe 2004). This isolation makes local populations highly susceptible to extinction because losses due to natural- or human-induced perturbations cannot be replaced by neighboring populations. The mooneye is intolerant of silt and turbidity, and as such
Phone: 517-373-1552
agricultural, urbanization, and industrialization practices can be detrimental to this species.
Research needs: To date, no specific surveys have targeted the mooneye in Michigan; they have only been caught incidentally. Hence, little is known about mooneye populations in Michigan. Only a few individuals have been collected in Lake St. Clair. An understanding of habitat locations used throughout the year and population estimates are critical for the continued existence and management of this species.
Selected references:
Glenn, C.L. 1975. Seasonal diets of mooneye, Hiodon tergisus, in the Assiniboine River. Canadian Journal of Zoology 53: 232-237.
Glenn, C.L. 1976. Seasonal growth rates of Mooneye (Hiodon tergisus) from the Assiniboine River. J. Fish. Res. Board Can. 33: 2078-2082.
Glenn, C.L. 1978. Seasonal growth and diets of youngof-the-year mooneye (Hiodon tergisus) from the Assiniboine River, Manitoba. Transactions of the American Fisheries Society 107(4): 587589.
Glenn, C.L. and R.R.G. Williams. 1976. Fecundity of mooneye, Hiodon tergisus, in the Assiniboine River. Canadian Journal of Zoology 54:156161.
NatureServe. 2004. NatureServe Explorer: An online encyclopedia of life [web application]. Version 3.0. NatureServe, Arlington, Virginia. Available http://www.natureserve.org/explorer. (Accessed: April 14, 2004 ).
Page, L.M. and B.M. Burr. 1991. A field guide to freshwater fishes: North American north of Mexico. Houghton Mifflin Company, Boston, Massachusetts. 432 pp.
Scott, W.B. and E.J. Crossman. 1973. Freshwater fishes of Canada. Bulletin 184, Fisheries Research Board of Canada, Ottawa, 966 pp.
Smith, C.L. 1985. The inland fishes of New York State. New York State Department of
Environmental Conservation, Albany, NY. 522 pp.
Evers, D.C. 1994. Fish: species accounts. In D.C. Evers, ed., Endangered and threatened wildlife in Michigan. University of Michigan Press, Ann Arbor, MI, p. 265-267.
Smith, P.W. 1979. The fishes of Illinois. University of Illinios Press, Urbana. 314 pp.
Trautman, M.B. 1981. The fishes of Ohio. Ohio State University Press. 782 pp.
Van Oosten, J. 1961. Records, ages, and growth of the mooneye, Hiodon tergisus, of the Great Lakes. Transactions of the American Fisheries Society 90:170-174.
Wallus, R. and J.P. Buchanan. 1989. Contribution to the reproductive biology and early life ecology of Mooneye in the Tennessee and Cumberland Rivers. American Midland Naturalist 122:204207.
Abstract citation:
Derosier, A.L. 2004. Special Animal Abstract for Hidon tergisus (mooneye). Michigan Natural Features Inventory. Lansing, MI. 3 pp.
Funding provided by the National Oceanic and Atmospheric Administration (NOAA) Coastal Services Center via the Great Lakes Commission.
Copyright 2004 Michigan State University Board of Trustees.
Michigan State University Extension is an affirmative-action, equal-opportunity organization.
Phone: 517-373-1552 | <urn:uuid:cfc9e7ed-b470-4c2c-af09-33b433050e38> | CC-MAIN-2018-26 | http://mnfi.anr.msu.edu/abstracts/zoology/Hiodon_tergisus.pdf | 2018-06-22T05:19:37Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00260.warc.gz | 220,462,969 | 1,965 | eng_Latn | eng_Latn | 0.904577 | eng_Latn | 0.983914 | [
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FOR IMMEDIATE RELEASE
Chevron hosts road safety "theme park" in Gaoqiao township as part of the Walk Wise project
May 8 th , 2014 – Gaoqiao, China
Chevron and Asia Injury Prevention Foundation, a non-profit that conducts road safety programs throughout Asia, organized a road safety "theme park" at Gaoqiao Middle School on May 8 th to celebrate Community Road Safety Week and promote smart road user behavior among children and families of the Gaoqiao community. More than 1,200 people attended the event on Thursday.
The first half of the event took place on stage, and consisted of road safety-themed performances by students from local schools, road safety games, an educational video with an interactive Q&A for the audience, and speeches from the local government, Chevron, and AIP Foundation. The second half of the event took the form of a community "theme park," in which booths were set up around the school to teach important road safety skills to children and families in the community. The booths were run by prominent members of the community, including the Gaoqiao police, Chevron, primary and middle schools in the area, and AIP Foundation. Attendees played fun and educational activities at the booths, such as traffic sign matching games, and received giveaways including t-shirts and reflective caps which improve pedestrian visibility on the roads.
"Every year, 1.3 million people die from road traffic crashes around the world. In fact, road crashes have become the number one killer of young people," said Mr. Luo Bin, Vice Mayor of Gaoqiao township. "We really need programs like this one to educate our students and our community about road safety. Thank you to AIP Foundation and Chevron for helping create a safe traffic environment for our children and families."
The road safety "theme park" on Thursday is part of a multi-year project sponsored by Chevron to promote road safety education in Sichuan and Chongqinq provinces. The project, titled Walk Wise, specifically targets children, who are the most vulnerable of all road users, and works to establish road safety education curricula in schools alongside other road safety-themed activities in the community. The Walk Wise project began in 2012, and has since implemented road safety curricula in 18 primary schools. By 2017, the Walk Wise project will expand to reach 80 schools in the region.
"Walk Wise is the best community project in Chevron's portfolio, and we are very proud to be a part of it. For Chevron, safety and care for the community we work in is absolutely critical," said Jim Koetzle, Manager of Chevron Asia South. "It has been a pleasure to work with AIP Foundation and our local partners to bring road safety education to children and the community of the CDB gas project area."
***
About AIP Foundation
The Asia Injury Prevention Foundation (AIP Foundation) is a U.S. registered 501 (c)(3) nonprofit organization that uses public-private partnerships, public awareness education, and school-based programs to reduce the rate of traffic injuries and fatalities in developing countries. AIP Foundation has offices in Hanoi and Ho Chi Minh City, Vietnam, Phnom Penh, Cambodia, Bangkok, Thailand, and Chengdu, China. In 2001, AIP Foundation built its nonprofit helmet assembly plant, manufacturing Protec brand tropical helmets in Vietnam. These helmets offer an environmentally appropriate, safe and affordable option for motorcycle and bicycle users. In 2009, AIP Foundation, in collaboration with the FIA Foundation and the World Bank, launched the Global Helmet Vaccine Initiative (GHVI), an international coalition with the objective of "putting a helmet on every head in the Decade of Action for Road Safety (2011-2020)."
For Media Contact Frances Massing Communications Manager AIP Foundation 18bis/21 Nguyen Thi Minh Khai Street, District 1 Ho Chi Minh City, Vietnam
Tel: 08-6299-1409 Ext. 117
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Creative Expression and Play in Early Childhood
This text shows how the natural creative expression and play of children can be channelled to foster the learning and growth of each individual child. The book explores the nature, development and importance of childrens play, suggesting many ways in which it may be fostered and encouraged by adults who work with young children. The aim of the book is to help readers design and implement self-expressive activities focusing on the process of creative expression, showing how to nurture that process, rather than providing a ready-made repertoire of activities and materials.
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[PDF] The 12 Week Year: Get More Done in 12 Weeks Than Others Do in 12 Months creative expression and play into the preschool-primary grade Play and Creative Expression in Child Care eXtension MARY RENCK JALONGO is an author, consultant, and teacher educator. She has written five books and numerous articles on a variety of 9780133746617: Creative Expression and Play in Early Childhood Buy Creative Expression and Play in Early Childhood by Joan Packer Isenberg, Mary Renck Jalongo (ISBN: 9780130873088) from Amazons Book Store. Creative Expression and Play in Early Childhood (3rd Edition): Joan Synopsis: This popular book provides novice and experienced early childhood teachers and caregivers with the roles, responsibilities, and strategies that lead to Creative Expression and Play in Early Childhood (3rd - AbeBooks As most child care professionals know, play is much more than a way to to support childrens play and creative expression in your child care program, visit University Extension Websites on Early Childhood and Child Care. Creative Expression and Play in the Early Childhood Curriculum. : Creative Expression and Play in Early Childhood (3rd Edition) (9780130873088) by Isenberg, Joan Packer Jalongo, Mary Renck R. and a great Creative Expression and Play in Early Childhood: Joan Packer It shows how to foster learning and growth by integrating childrens creativity and play into the curriculum. The authors treat play and creative expression as the P.D.F. B.O.O.K. Creative Expression And Play In Early Childhood Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade. ?82.32.
Creative Expression and Play in Early . Creative Expression and Play in Early Childhood-0133746615.pdf. Open. Extract. Open with. Creative Expression and Play in Early Childhood - Google Books : Creative Expression and Play in Early Childhood (9780133746617) by Isenberg, Joan P. Jalongo, Mary Renck and a great selection of similar Creative expression and play in the early childhood - Trove : Creative Expression and Play in the Early Childhood Curriculum (9780023599453): Joan P. Isenberg, Mary Renck Jalongo: Books. Creative Expression and Play in Early Childhood - AbeBooks This book shows future and current early childhood teachers how to integrate childrens natural
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Train up a Child in the Way He Should Go
by Fr. Andrew Moore
"Train up a child in the way he should go, and when he is old he will not depart from it."
Before offering a brief homily on this beloved passage of Holy Scripture, I ask you to consider two statements which came to mind during my preparation.
When I was growing up in South Alabama, often a child became unruly or a teenager behaved quite badly especially in public. Someone would shout, "Who raised that child?" The reply came quickly, "Aw, he wasn't raised —he just grew up!"
Recently, I overheard a young mother speaking to her belligerent, disobedient toddler, "Honey, I would never make you do anything you don't want to do."
"Train up a child in the way he should go …"
How vitally important is this godly counsel in our contemporary world — especially for Orthodox Christians.
This passage assumes there is a way in which a child should go. He may not want to go that way. Others (peers, playmates, friends or enemies) may not want him to go that way. Circumstances may not be such that he finds it convenient to go that way. But there is a way — there is a way — there is a way. Those of us who are charged with the care of these children — parents, priests, teachers, godparents — must see to it that they find that way and are trained to live in that way.
Training is not always easy, seldom comfortable, rarely fun and often painful. The Hebrew term here means to make narrow or to constrict. Motivation, instruction and discipline are elements of training. While it is hard, training is never abusive nor hateful. The child is not demeaned or belittled. The goal of training is health, not harm; it is to save, not to slay.
"Train up a child in the way he should go …"
The Holy Prophet Isaiah spoke of this when he said, "Though the Lord give you the bread of adversity and the water of affliction your ears shall hear a word behind you saying, 'This is the way, walk in it'" (Is. 30:20).
Jesus called the first disciples to that way when He cried, "Follow Me …" (Matt. 4:19). In the midst of that blessed journey, He challenged those spiritual children, "Deny yourself, take up your cross and follow Me" (Matt. 16:24). He was training, He was leading, He was guiding them in that ever-narrowing way. Near the end, his words surely pierced their souls: "You will indeed drink My cup and be baptized with the baptism that I am baptized with" (Matt. 20:22). No, it was not easy. It was the way of agony, suffering, rejection and even death; but it was the way — the narrow way — the only way that leads to life. Jesus loved them too much to let them go another way.
At his encounter with Christ on the road to Damascus, St. Paul also found that way with pain. The voice came from heaven: "Saul, Saul, why are you persecuting Me? It is hard for you to kick against the goals" (Acts 26:14). But as he walked in that way and responded to the intense training at the hands of the Lord, St. Paul began to see the plan and purpose of it all. Some years later, in a letter to his children in Corinth, the blessed Apostle wrote, "… for the love of Christ compels me …" (II Cor. 5:14). To the churches of Galatia he testified, "the life which I now live in the flesh I live by faith in the Son of God, who loved me and gave himself for me" (Gal. 2:20).
"Train up a child in the way he should go …" because we love our children so much.
Few, if any, moments in my life are more etched in my memory than the morning of February 22, 1987. My forehead was pressed against the Holy Altar at St. Ignatius Church in Franklin, Tennessee. Saidna PHILIP's hand lay heavy on the back of my head. I didn't know then what I know now about that service, but in that holy moment I became a child and he became my father. I knew somehow that I was being called to a way. It was no longer my way but his (my bishop's) way. My brothers and sisters, there is surely a way given to us — the Orthodox Way, the way of the Apostles, the way of the Fathers, the way of the Martyrs, the way of the Ascetics, the way of the Church, the way of the Creed, the way of the Canons. It was the way in which I must now go; indeed the way for all of us. There is no other. No matter what the cost, the pain, the disappointments, the heartaches … it was the way I should go and my beloved bishop would train me up in that way and I would follow. Thanks be to God! My dear wife Dannie and I have been abundantly blessed with six wonderful children. We have not done everything we should as parents and what we have done has been imperfect at best. However, we have loved them deeply and, above all else, we yearn for them to love and serve God. Training them to that end has been a lifelong effort with laughter and tears, joy and sorrow, fun and frustration, winning and losing. But in the doing of it all, one thing was clear — we must save them whatever the cost. Our love for them must go deeper than the lure of popularity, the "in thing", the "everybody's doing it" and all the rest.
Let me share with you an incident which summarizes these thoughts. Some years ago, our parish held a retreat in the North Georgia mountains. Late one afternoon, a terrifying scream from across the lake broke the quietness of the day's end. As we rushed toward the lakeside, our son, John, ran to us amid tears and gasps of pain. A young friend's fishing lure had found its way into John's hand and the treble hook was buried deep in the flesh. Somehow, in the midst of the prayers, fears, confusion and distress I heard a voice — you know, that heavenly word. "If you are going to help him, you are going to have to hurt him." Quietly I said to John, "Son, trust me, I'm going to hurt you because I want to help you." Taking hold of that hook, I pushed it even deeper into his hand. I knew it was so painful but he stood there. Trusting me through the tears he stood there. Then, with a slight turn, that hook just came right out! Words will never be able to describe how it felt when we carried John across the field to the cottage. He was quiet, arms around my neck, and asleep when we got back. He had been hurt but now he was healed.
Train up a child in the way he should go — whatever the cost.
In the name of the Father, the Son and the Holy Spirit. Amen.
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Poems of William Blake
Page 1
William Blakewas an English poet, painter, and printmaker. Largely unrecognised during his lifetime, Blake is now considered a seminal figure in the history of thepoetryand visual arts of theRomantic Age. His prophetic poetry has been said to form what is in proportion to its merits the least read body of poetry in the English language.His visual artistry led one contemporary art critic to proclaim him far and away the greatest artist Britain has ever produced.In 2002, Blake was placed at number 38 in the BBCs poll of the100 Greatest Britons.Although he lived in London his entire life (except for three years spent inFelpham),he produced a diverse and symbolically rich?uvre, which embraced the imagination as the body of Godor human existence itself.Although Blake was considered mad by contemporaries for hisidiosyncraticviews, he is held in high regard by later critics for his expressiveness and creativity, and for the philosophical and mystical undercurrents within his work. His paintings and poetry have been characterised as part of the Romantic movementand as Pre-Romantic.Reverent of the Bible but hostile to theChurch of England(indeed, to almost all forms of organised religion), Blake was influenced by the ideals and ambitions of theFrenchandAmerican
Revolutions.Though later he rejected many of these political beliefs, he maintained an amiable relationship with the political activistThomas Paine; he was also influenced by thinkers such asEmanuel Swedenborg. Despite these known influences, the singularity of Blakes work makes him difficult to classify. The 19th-century scholarWilliam Rossetticharacterised him as a glorious luminary,and a man not forestalled by predecessors, nor to be classed with contemporaries, nor to be replaced by known or readily surmisable successors.
Poems by William Blake. William Blake [1757-1827] was one of the most
Images for Poems of William Blake influential poets and artists of his day. He himself was influenced in early life by the The Lamb by William Blake Poetry Foundation Related Poem Content Details. By William Blake. I wander thro each charterd street,. Near where the charterd Thames does flow. And mark in every face I meet. William Blake Short Poems May 9, 2001 A Song by William Blake. .Sweet dreams form a shade Oer my lovely infants head Sweet dreams of pleasant streams By happy silent moony William Blake - Poem Hunter May 9, 2001 A Dream by William Blake. .Once a dream did weave a shade Oer my angelguarded bed That an emmet lost its way Where on grass methought William Blake - Poetry & Biography of the Famous poet - All Poetry William Blake - William Blake Poems - Poem Hunter Related Poem Content Details. By William Blake. Is this a holy thing to see,. In a rich and fruitful land,. Babes reducd to misery,. Fed with cold and usurous hand? Infant Joy by William Blake Poetry Foundation Ah Sunflower The Angel The Argument The Blossom The Book of Thel The Chimney-Sweeper The Chimney-Sweeper II The Clod and the Pebble none William Blakes biography and life English poet, painter, and printmaker. Largely unrecognised during his lifetime, Blake is now considered a seminal The Tyger by William Blake - Poems Academy of American Poets Holy Thursday: Is this a holy thing to see by William Blake Poetry Poem Hunter all poems of by William Blake poems. 139 poems of William Blake. Phenomenal Woman, Still I Rise, The Road Not Taken, If You Forget Me, Poetry Lovers Page: William Blake Poet, artist and mystic William Blake was one of Englands most original thinkers. His two volumes, Songs of Innocence and Songs of Experience contain some A Song Poem by William Blake - Poem Hunter Related Poem Content Details. By William Blake. I went to the Garden of Love,. And saw what I never had seen: A Chapel was built in the midst,. Where I used to BBC - Poetry Season - Poets - William Blake William Blake Poems. A Poison Tree I was angry with my friend: I told my wrath, The Tyger Tyger! Auguries Of Innocence To see a World in a Grain of Sand And A Divine Image Cruelty has a human heart, And Jealousy a Loves Secret Never seek to tell thy love, Love that never The Angel I dreamt a dream! The Garden of Love by William Blake Poetry Foundation In his Life of William Blake (1863) Alexander Gilchrist warned his readers that Blake. The Book of Thel (London: Printed by William Blake, 1789 facsimile, William Blake Poetry Foundation May 9, 2001 Night by William Blake. .The sun descending in the west The evening star does shine The birds are silent in their nest And I must seek for mine. William Blake: Poems - Poetry Archive Nurses Song The Sick Rose The Fly The Angel The Tyger My Pretty Rose-Tree Ah, Sunflower The Lily The Garden of Love The Little Vagabond The Tyger Poem by William Blake - Poem Hunter William Blake was born in London on November 28, 1757, to James, a hosier, and Catherine Blake. Two of his six siblings died in infancy. From early childhood William Blake - William Blake Poems - Poem Hunter COLLECTION OF POEMS BY. William Blake. (Born 1757, Died 1827). Organized Collections of Poems: Songs of Experience Songs of Innocence. A. Loves Secret Poem by William Blake - Poem Hunter Blakes Apology For His Catalogue Blind Mans Buff The Blossom, Fr. Songs Of Innocence The Book Of Ahania The Book Of Los The Book Of Thel The Caverns Poems by William Blake May 10, 2001 The Tyger by William Blake. .Tyger Tyger burning bright In the forests of the night What immortal hand or eye Could frame thy fearful symmetry Poetry of William Blake full-text poems of William Blake, at William Blake - Poet - William Blake was born in London on November 28, 1757, to James, a hosier, and Catherine Blake. Two of his six siblings died in infancy. The Smile by William Blake Poetry Foundation William Blake - William Blake Biography - Poem Hunter William Blake Poems. A Poison Tree I was angry with my friend: I told my wrath, The Tyger Tyger! Auguries Of Innocence To see a World in a Grain of Sand And The Angel I dreamt a dream! Loves Secret Never seek to tell thy love, Love that never A Divine Image Cruelty has a human heart, And Jealousy a William Blake (28 November 1757 12 August 1827) was an English poet, painter, and During this period, Blake made explorations into poetry his early work displays knowledge of Ben Jonson, Edmund Spenser, and the Psalms. The Tyger by William Blake Poetry Foundation Related Poem Content Details. By William Blake. Cruelty has a Human Heart. And Jealousy a Human Face. Terror the Human Form Divine. And Secrecy, the Night Poem by William Blake - Poem Hunter By William Blake. There is a Smile of Love. And there is a Smile of Deceit. And there is a Smile of Smiles. In which these two Smiles meet. And there is a Frown The Complete Poetry & Prose of William Blake: William Blake, David However Blake is now widely admired for his soulful originality and lofty imagination. The poetry of William Blake is far reaching in its scope and range of A Divine Image by William Blake Poetry Foundation Related Poem Content Details. By William Blake. I have no name. I am but two days old.. What shall I call thee? I happy am. Joy is my name,. Sweet joy London by William Blake Poetry
Page 2
Poems of William Blake
Foundation Find poems for weddings, commitment? ceremonies?, and other occasions. Poems & Poets Related Poem Content Details. By William Blake. Audio Player
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Social Entrepreneurship and Economic Inequality
THOMAS S. LYONS, PH.D. PROFESSOR AND DIRECTOR MSU PRODUCT CENTER FOOD-AG-BIO MICHIGAN STATE UNIVERSITY
What is Social Entrepreneurship?
Using the mindset, tools, techniques, and processes of commercial entrepreneurship to pursue a social/environmental mission.
Using markets to solve social/environmental problems
Why Government and the Private Sector Can’t Solve Our Most Pressing Social Problems
Government
Lacks political will
Resource constrained
Transactional; not transformational
Private Sector
Emphasizes shareholders over stakeholders
Downplays the reality of market failure
Social Entrepreneurship Can Be A Catalyst for Change
It eschews political ideology for pragmatism
It bootstraps and leverages resources
It is innovative and transformative
It perfects markets without destroying them
It benefits all stakeholders (including shareholders)
It brings social goods to markets in need
It facilitates individual, family and community wealth building
Fostering ‘Responsible’ Capitalism through Entrepreneurship
Via the efforts of individual commercial and social entrepreneurs in low-income, rural and urban communities
Through the work of social entrepreneurial intermediaries who support the work of these individual entrepreneurs
Being systemic, systematic and strategic about managing these combined efforts
Individual Commercial and Social Entrepreneurship
Must involve innovation and a goal of growth; not merely self-employment
Must be focused on human development (skill building); not business development
Social Entrepreneurship Supporting Individual Entrepreneurs
Community investment in providing technical, business and financial assistance
Doing so transparently and equitably
Tactical Examples
Social Entrepreneurship Incubators/Accelerators
Centre for Social Innovation (Toronto, New York City)
The Propeller Incubator (New Orleans)
Panzanzee (Chicago)
Co-Working Spaces for Social Entrepreneurs
Affinity Lab (Washington, DC)
Forge (Portland, Oregon)
Social Entrepreneur Networks
Social Venture Network (U.S.)
The Guardian Social Enterprise Network (U.K.)
Social Venture Philanthropy/Impact Investment
Ashoka (Washington, DC area)
Austin Social Venture Partners (Texas)
Strategic Examples
Competition THRIVE (New York City)
West Side Business Xcelerator (Chicago)
MSU Product Center Food-Ag-Bio (Michigan)
Competition THRIVE
Partners: NYCEDC, Deutsche Bank Americas Foundation, Field Center for Entrepreneurship at Baruch College of the City University of New York
Social Mission: To foster entrepreneurship among immigrant populations (most of them low-income) by encouraging CBOs to think and act more like social entrepreneurs (innovate)
Used a business plan competition format to coach and finance CBOs
A post-program study showed impressive results
West Side Business Xcelerator
Bethel New Life – CBO serving Chicago’s largely minority, low- income West Side
Social Mission: To foster positive change by creating jobs and connecting residents to these jobs, thereby reducing poverty
Focuses not just on job creation but also wealth creation by helping local entrepreneurs to grow businesses that reach outside markets
Provides training and coaching to startups and financing and market help to Stage 2 companies
University of Phoenix provides impact assessment assistance
MSU Product Center
Michigan State University – a public, land grant institution
Partners Include: Michigan State University Extension, MSU AgBioResearch, Michigan Department of Agriculture and Rural Development, Michigan Economic Development Corporation, U.S. Department of Commerce Economic Development Administration, USDA Rural Development, among others
Social Mission - Accelerating innovation and growth for Michigan business, industry and entrepreneurs in food, agriculture, and bio manufacturing Services
Innovation Counselors Network
Advanced Growth Services & Food Processing and Innovation Center (FPIC)
Specialized Services (food safety, consumer testing, labeling, packaging)
Strategic Research (market analysis, feasibility analysis, economic trend analysis, impact assessment)
Delivery Mechanism: a dense web of internal (to MSU) and external partnerships
These approaches are necessary, but not sufficient
Being Systemic in Our Approach: Entrepreneurial Support Ecosystems
Preparing the community to think and act entrepreneurially
Mindset/culture
Leadership capability
Capacity for continuous learning and innovation
Creating a broadly accessible system to develop properly motivated individuals into successful entrepreneurs
Clinical assessment of skills
Long-term coaching
Entrepreneurs moving enterprises through business life cycle
Blending these two systems
Map of a community's social entrepreneurship
assets – Where wouldyouinvest scarce resources?
Lifecycle
________
Skill
Level
Stage 0
Preventure
Stage 1
Existence
Stage 2
Early
Growth
Stage 3
Expansion
Stage 4
Maturity
Stage 5
Decline
4
12
36
Social enterprises
45
27
60
12
3
30
69
96
24
42
12
2
45
53
150
6
4
3
1
12
45
30
0
0
7
Adapted from: Lyons, T.S., & Lichtenstein, G.A. (2010).
Contact Information
Thomas S. Lyons, Ph.D. Professor of Agricultural, Food and Resource Economics and Director, MSU Product Center Food-Ag-Bio Michigan State University Phone: (517) 432-9207 E-mail: firstname.lastname@example.org | <urn:uuid:88b41af1-6e47-453f-91ce-e6c67f6909d2> | CC-MAIN-2018-26 | http://www.canr.msu.edu/ncrcrd/uploads/files/LyonsWebinar_5_9_17.pdf | 2018-06-22T05:25:26Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00262.warc.gz | 367,770,293 | 1,230 | eng_Latn | eng_Latn | 0.675954 | eng_Latn | 0.870286 | [
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Year 8 Newsletter
VOLUME 1, ISSUE 6
J U L Y 2 0 1 5
I can't quite believe we are at the end of the summer term already – the year has really flown by. And what a super year it has been across the College. The tutors and I have thoroughly enjoyed working to support the Year 8 students and look forward to the new challenges of Year 9. Given this is a newsletter for parents to keep up to date with what is happening around the College, I thought it fit to ask the students to write our final Year 8 Newsletter. Those involved have taken on the task with maturity and enthusiasm. So before I hand over to our wonderful students may I wish you the most enjoyable and relaxing summer and I hope the students and yourselves have the opportunity to unwind and refresh ready for September. Thank you again for all your support and encouragement throughout the year.
Classroom Activities
This year has been and gone very quickly. As the main part of our school education is put into practice whilst within the walls of a classroom, it is fit for this newsletter to contain something about the time we have spent in such an environment. The classroom is the route to an education – not only in the taught subjects, but also in life – that our year group has followed for 2 years now at Helston Community College.
For all subjects, there is a range of activities that we participate in regularly whilst in the classroom. For example, we often write what are known as 'P.E.E. paragraphs' in our subjects. These are analytical paragraphs that comprise of a 'Point' about a text or piece of work; an 'Example' that demonstrates the proposed point and an 'Explanation' of the point and the example. P.E.E. paragraphs allow us to access the true concepts behind a text. This is the format for day to day work in many subjects, but also for most of our assessments.
Assessments and test are completed after a specific stage of our learning draws to a close for each subject. The time between the assessed tasks depends on how regularly we change the topic we are studying. For example, because we have to get through Chemistry, Biology and Physics in our Science lessons throughout the year, we have had more Science assessments than in most other subjects. In some subject, such as history we do a task that is similar to an assessment, just to give us practice for the real one. The grades and the feedback we receive from these do not go towards our final grade of the year, but are just as already said, practice
assessments.
Peer marking is a scheme of marking that some teachers adopt for marking minor homeworks or even some practice assessments. Peer marking is a great skill to be able to do as it allows you to compare your own work with that of your peers and to understand how to improve your own learning.
D.I.T. – which stands for Dedicated Improvement Time – often follows the feedback written by the teacher on a piece of marked work. It is the time that we receive to amend the faults in our tasks and make it even better. This allows us to learn from the mistakes we made and, hopefully, prevent ourselves from doing the same thing next time.
Practicals in Science and Technology are widely enjoyed by most students. We often get the opportunity in these subjects to express ourselves and discover the theories behind everyday life through hands on activities. In science we regularly partake in experiments that stretch our knowledge and abilities to create models of scientific processes or even to carry out the process ourselves with guidance from the teachers. In Technology, for instance Engineering and Resistant Materials, each student makes a personalised candle holder and a clock that they have to design and make themselves after the teacher demonstrates to the class the key skills relevant to the project.
Thomas Fogg 8D
School Council
During School Council this year, some major issues have been raised and with the general election this year, Mrs Allsey and the Student representatives felt really motivated to push our student voice forwards. We have been discussing the new school build, and how it will affect us both academically and emotionally. We have been talking about the system called "rally robin", something which we have in all used in lessons or tutor. Rally robin is when you sit in a four table and one person stands up and talks about the given subject. We all feel that it has improved our confidence and helped us with our speaking.
1
J U L Y 2 0 1 5
Year 8 Newsletter
VOLUME 1, ISSUE 6
School Council
During our meetings with Mrs Allsey each half term we discuss both positive aspects of College life and areas we would like to see changes in, such as the canteen, classroom resources and extra curricular after school clubs. We got the waffles back in the canteen – something we raised numerous amount of times in the past and the students are super pleased about! We have also talked about the state of the toilets and what we can do to improve them, something which we feel very strongly about as we need better facilities to work in a suitable environment. The college are doing all they can with this and are renovating some of them over the summer.
Finally we have discussed the uniform; something which will not be changed in the near future, yet somehow always comes up for discussion in our regular meetings. We would all like to thank Mrs Allsey for giving us the time out of her schedule for our School Council meetings and as a former Student Council Representative at school, college and then university it is clear she really believes we can make a difference. We would also like to thank her for giving us a great year as Year 8.
Charlotte King 8F on behalf of the Student Council Representatives
Uniform
Over the course of the academic year, the expectations for our uniform have been made clear since the beginning of the year, with thanks to our new Head Teacher and Mrs Allsey. We are proud of our uniform and we like to look smart so skinny trousers and short skirts are no longer a common theme amongst Year 8 students, despite a few who consistently have to be chased. Year 8 students are proud to be part of Helston Community College and we would like our uniform to represent us as young adults who are striving to be successful. We would advise all parents to ensure they look at the College website before buying school uniform as the expectations for skirts, trousers and shoes are all online.
Lizzy Austin 8D
Sporting Events
A huge congratulations to everyone involved in the sporting efforts of Year 8 – What a year is has been! We've seen amazing determination and skill that has paid off and achieved some fantastic results. The talent displayed has been of high quality and brilliant to watch. Not only this, but everyone's attitude has been positive, encouraging and shown real sportsmanship. The girls have worked hard and came 4 th in the county hockey tournament, 2 nd in the Cornwall School games for cricket, 3 rd at Carn Brea Athletics Qualifiers and won numerous other matches and tournaments. Similarly, the boys have achieved brilliantly, including reaching the semi finals in cricket and coming 4 th in the Super 8's Athletics.
To think more within our college, Sports Day was a great success and we enjoyed taking part and cheering on our friends. We would like to congratulate all the competitors and thank the PE staff for all their time.
The college offers a huge range of different sporting opportunities and we would encourage everyone to take part in something. It is a real confidence booster and allows us to showcase our College Cooperative Values, being self responsible and working as a team. | <urn:uuid:1af3afc6-6a82-433d-b1e2-2c1f16dae98c> | CC-MAIN-2018-26 | http://helston.cornwall.sch.uk/uploads/year-8-newsletter-july-2015_001.pdf | 2018-06-22T05:30:24Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00266.warc.gz | 148,505,755 | 1,596 | eng_Latn | eng_Latn | 0.999157 | eng_Latn | 0.999202 | [
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The Museum Celebrates Spring
Entertainment programme from 11 th April to 10 th May 2015
The Museum celebrates spring with a range of activities during the holidays! In this breeding season, our little fish lay their eggs giving life to some of the most beautiful marine species. Fun and educational workshops await you, revealing the secrets of our aquariums.
SPECIAL "SPRING" ENTERTAINMENT
Whose is this egg?
Spring is the start of a favourable breeding period, even under the water! Elaborate displays of courtship and mating are on the agenda for numerous species wishing to ensure their survival by laying their eggs. Round, rectangular or any other extravagant shape, these little eggs contain a lot of surprises. Entertainment for all ages.
* Every day at 3.15pm and 4.15pm > Meet in the Albert 1 st Room (level 1)
Creative workshop: "Draw me a shark" *
Sharpen your pencils and take a good look around, a thousand colours await you under the sea! This drawing initiation workshop allows you to discover several specimens in the aquariums and to learn how to devour them, not in a literal sense, but through the eyes of an artist!
Supplement of 5€ per person, maximum 10 people per session, WITHOUT reservation. Artistic materials provided.
* Every day from Saturday 25 th April to Sunday 10 th May, with the exception of Monday 4 th May. Workshops at
1:30pm, 3pm and 4:30 pm > Meet in the Entrance Hall (Level 0)
Tortoise encounter
Who is hiding behind the world's third largest shell? Come and find out on our rooftop terrace. A guide will reveal the unique characteristics of these African Spurred Tortoises who arrived on "Turtle Island" in 2012 and who now breed at the museum. You will also get to meet the baby tortoises born in 2014.
* Every day at 5.15pm > Meet on the rooftop terrace (level 2)
ALSO AVAILABLE
The touch pool!*
Meet in the Reception Area (level 0)
Get closer to starfish, feel the spines of a sea urchin, pet a Mediterranean baby shark… For 45 minutes, with the help of our guides, you can learn using your hands!
Additional 5€ per child (3 to 12 years old), 15 children maximum per session, without reservation.
* Schedule, tickets and information available at the cash desk and at www.oceano.org > Meet in the Entrance Hall (level 0)
The heart of the ocean
The whale room as you've never seen it before!
The Oceanographic Museum brings the whale room and its skeletons to life with sounds and lights. Get carried away in this magical moment and rediscover fin whale, killer whale and narwhal skeletons as you've never seen them before... The light show is orchestrated by Xavier Perret with original music by Clovis Schneider. A family show, every hour from 10am to 5pm.
Shark touch pool
Respectfully and gently, come into privileged contact with sharks! Guided by our staff, you can stroke the back or side of a Pyjama shark, a striped Leopard shark or a Starry smooth-hound. An experience you will never forget.
* Every day from 10am to 6:30pm > Meet in the Entrance Hall (level 0)
Fish snack
Do not miss the daily meal of our residents. Spend a spectacular, interactive moment with our experts. Seated in front of the aquarium, eyes riveted on the fish, the children will have the best view of all.
* Every day at 11:15am > Meet in the Aquarium (levels -1 and -2)
Discovering Piranhas!
Come and meet our famous piranhas... An opportunity to learn all about this carnivorous fish whose reputation feeds the wildest legends.
* Every day at 1:15pm > Meet in the Tropical Sea Aquarium (level -2
)
The colours of the reef
Discover the marine life living in our coral reefs. An opportunity to discover the unbelievable beauty of our tropical species and the most colourful secrets of the Museum's aquariums. The fish will be fed during this encounter.
* Every day at 2.15pm > meet in the Tropical Sea Aquarium (level -2)
Entertainment is available at no extra charge, with a valid entrance ticket, *with the exception of the "Touch Pool" and the "Creative Workshop", special tickets and registration at the cash desk. | <urn:uuid:dc8bd5c7-b819-4851-b93d-0ec988f8e7a8> | CC-MAIN-2018-26 | https://www.oceano.mc/docs_site/1428478180.pdf | 2018-06-22T05:40:09Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00264.warc.gz | 887,856,599 | 952 | eng_Latn | eng_Latn | 0.996712 | eng_Latn | 0.996833 | [
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Physical Therapy Brings Motion to Life
Exercises for Neck Pain
Studies show that a combination of manual physical therapy and exercises can provide short- and long-term relief for people with neck pain. The following physical therapy exercises can be part of a home program to relieve neck pain and improve mobility without expensive surgery or side effects of pain medication.
These neck exercises demonstrate a sample and are not intended as a substitute for a treatment program designed by a physical therapist or other health care professional.
To find a physical therapist in your area, visit www.moveforwardpt.com
1 Neck Rotations:
This exercise can help to improve neck range of motion. To perform:
1. Sit with your head facing forward.
2. Keeping your back straight, slowly turn your head to the right until pain, stiffness, or end of motion occurs. Do not go past the point of pain.
3. Now slowly turn your head to the left.
4. Do 1-3 sets of 10 repetitions.
5. Attempt to go further with each repetition as your pain and motion improve.
Do not let your head tilt or your chin drop while rotating your head.
2 Chin Tucks:
This exercise can stretch and strengthen the upper neck muscles and reduce forward head posture. To perform:
1. Sit with your head facing forward.
2. Place your index finger and middle finger on your chin and guide your head into a "double chin" position.
3. The motion should be directed straight back and you should continue to look straight ahead.
4. Hold this position for up to 10 seconds. Do 1-3 sets of 10 repetitions.
Do not let your head tilt up or down during the exercise.
www.moveforwardpt.com
TM
3 Neck Strengthening:
This exercise strengthens the deep anterior neck muscles and im proves neck stabilization.
To perform:
1. Lie on your back with your head relaxed.
2. Perform a chin tuck (as shown in exercise #2), bringing your chin straight back to create a "double chin."
3. Keeping the chin tucked, raise your head off the floor and hold this position for 5-10 seconds.
4. Slowly lower your head to the floor and relax your chin tuck.
5. Progress up to 10 repetitions. As you strengthen these muscles, increase your hold time up to 30 seconds.
Do not allow your chin to protrude as you fatigue. Keep your chin tucked throughout the exercise.
Physical therapists are highly-educated, licensed healthcare professionals who can help patients reduce pain and improve or restore mobility—without expensive surgery or the side effects of medications. APTA represents more than 70,000 physical therapists, physical therapist assistants, and students of physical therapy nationwide. Its purpose is to improve the health and quality of life of individuals through the advancement of physical therapist practice. Learn more about conditions physical therapists can treat and find a local physical therapist at www.moveforwardpt.com.
www.moveforwardpt.com | <urn:uuid:e1e3d7fc-d525-4e19-bba5-7a13c2f07744> | CC-MAIN-2018-26 | http://optwellpt.com/Optimum_Wellness/Education_files/NeckPainExercises.pdf | 2018-06-22T05:37:09Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00265.warc.gz | 233,436,990 | 597 | eng_Latn | eng_Latn | 0.998642 | eng_Latn | 0.998739 | [
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What is Early Stages?
Early Stages is a DC Public Schools diagnostic center for children between the ages of 2 years 8 months and 5 years 10 months. We help identify any delays that a child may have and we arrange services to address them. These services are free and available to families that live in DC.
What services can Early Stages provide?
Children referred to Early Stages receive a developmental screening and, if necessary, a more in-depth evaluation. Generally, children are eligible for services if they have a developmental delay that will affect their learning.
Some of the services that Early Stages can recommend include:
* Speech and Language Therapy
* Specialized Instruction
* Physical Therapy
* Psychological Services
* Occupational Therapy
* Behavior Support
These services are coordinated and delivered through DC Public Schools.
What are the benefits of these services?
Research shows that the first five years of life are the most important to a child's development. Early indentification and intervention can greatly improve education outcomes. Children who receive services at a young age demonstrate improved social, problem solving, communication and behavioral skills, which help them begin school ready to learn.
Who can make a referral to Early Stages?
* Parents/Caregivers
* Doctors/Physician Assistants/Nurses
* Teachers/ Childcare Providers
* Social Workers
* Other Professionals
Once we receive a referral we require a parent or guardian's consent to proceed with the process.
Early Stages will contact you:
1) To confirm receipt of the referral.
3) When we have closed the case.
2) To notify you if/when we have completed the developmental screening or reached the parent.
If we receive the parent or guardian consent, we can share additional details of the child's case with you.
If you are concerned about a child's development, please don't hesitate to make a referral.
How can I learn more about Early Stages?
We are happy to meet with you one-on-one or with your organization to discuss the different ways that we can work together to serve children. The Child Find team is also available to give presentations to your staff about early intervention, special education, behavioral support and developmental screening. To schedule a meeting with Early Stages, please call 202-698-8037.
What is the best way to make a referral to Early Stages?
Each organization should refer in the way that works best for them.
* Phone: 202-698-8037
• Fax: 202-654-6079
* Email: firstname.lastname@example.org
* Online: www.earlystagesdc.org
* Contact your Child Find Field Coordinator
For children under 2 years 8 months, please call Strong Start, the DC Early Intervention Program, at 202-727-3665.
Early Stages
1125 New Jersey Avenue NW Washington, DC 20001
phone: 202-698-8037 fax: 202-654-6079 www.earlystagesdc.org
WHAT SHOULD I DO
when I have a concern about a child?
INFORMATION FOR PROFESSIONALS | <urn:uuid:239ce7b3-6c30-4040-9e43-4597720d905d> | CC-MAIN-2018-26 | http://earlystagesdc.org/files/BROCHURE%20Info%20for%20Professionals%20Final.pdf | 2018-06-22T05:11:03Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00264.warc.gz | 96,648,000 | 637 | eng_Latn | eng_Latn | 0.991438 | eng_Latn | 0.995438 | [
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Cleaning Products
What is Certifiably Green Denver?
The Certifiably Green Denver Program provides education and recognition for environmental achievement. Our free services are available to any business in the City and County of Denver.
Certifiably Green Denver's goal is to work with you and your vendors to identify toxic cleaning products and replace them with products that are safer for humans and the environment, without sacrificing performance or cost. By avoiding toxic cleaners, you can improve indoor air quality and
Certifiably Green Denver offers:
Assessments to identify water conservation and energy-efficiency options
Information and assistance to meet your business needs
Public recognition for your environmental efforts
Why Participate? Compliance - Proper management practices help minimize wastes, reduce downtime, and keep you in compliance with regulations.
Cost Savings - Less waste means lower disposal and operating costs. Efficient use of materials, water, and energy saves money.
Public Image - Superior environmental practices affect your image with customers, the community, and regulatory agencies.
Public Recognition!
Certifiably Green Denver publicly recognizes certified businesses through free advertising. This includes Internet listings and advertising in the newspaper, magazines, radio, and water bill inserts. Certified businesses receive a framed certificate and window decal.
reduce or eliminate numerous health conditions that can lead to unhappy customers and sick or injured employees. This resource sheet focuses on frequently used cleaners, including all-purpose, floor, glass, bathroom surface, and degreasing products.
Health and Environmental Concerns
Using toxic cleaning products can lead to personal injury, allergic reactions, hypersensitivity, rashes, eye irritation, and asthma. Serious conditions such as cancer, lung disease, and liver and kidney damage can occur with long term use. Cleaning products can also impact the environment since many chemicals do not get fully treated in wastewater treatment plants and are discharged to our streams and rivers, becoming a persistent problem to the aquatic environment.
Emerging chemicals such as endocrine disrupting chemicals (EDC) disturb the hormonal system and gender characteristics of fish and other species, creating "intersex" fish that carry both male and female reproductive organs. Exposure to EDC affects humans, too. Conditions like Alzheimer's, ADHD, depression, and cancer are all linked to our hormones. Researchers are studying the impact of EDC on humans that drink the water downstream from wastewater treatment plants. Other major toxins in cleaning products are reproductive toxins that can affect fetal development, sperm count, or fertility. In addition, bio-accumulating toxins work their way up the food chain, exposing species in their path to toxic effects.
Labeling and Product Identification
Any cleaning product that contains hazardous substances has signal words on the label. These words are regulated by federal government to indicate level of toxicity:
- 'POISON' - highly toxic or poisonous
- 'DANGER' - extremely flammable, corrosive, or highly toxic
- 'WARNING' or 'CAUTION' - moderately or slightly toxic
Always choose the least toxic product that can be used for the job and remember, just because the label of a cleaning product says it's "green", biodegradable, non-toxic, or environmentally friendly does not mean it is safe. Alternately, a product can be EP but not offer the same cleaning performance as its toxic counterparts. Third party certifications can help you identify products that are environmentally preferable and perform well. Third-party certifiers identify and promote environmentally responsible products by setting environmental standards for reduced ecological impact associated with the manufacture, use, and disposal of products. Third-party certifiers for commercial cleaning products recognized by Certifiably Green Denver have these logos:
productguide.ulenvironment.com
www.greenseal.org
www.epa.gov/saferchoice
Assistance from Certifiably Green Denver
Identifying green cleaning products can be difficult; the Certifiably Green Denver team can work with your facility and vendors to select the safest products available for your needs. To assess cleaning products from your suppliers, Certifiably Green Denver will cross-reference the products' safety data sheet (SDS) with known environmentally preferable cleaning product standards. SDS' are product-specific documents designed to provide workers with identification and safety information on their chemicals, and businesses are required by OSHA to have them available for all chemicals on the premises.
Local Suppliers
Most suppliers offer a handful of products suited for each common cleaning application. Local suppliers and the types of EP cleaning products they carry are listed below. Cleaners that meet EP criteria are marked with the third-party certifier logo.
Supplier
All-Purpose
Degreaser
Floor
Bathroom
Glass
Hand Soap
Auto-Chlor
Ecolab
Staples
Sustainable
Earth
Diversey
Sysco
| Supplier | All-Purpose | Degreaser | Floor | Bathroom | Glass | Hand Soap |
|---|---|---|---|---|---|---|
| Auto-Chlor | | | | | | |
| Ecolab | | | | | | |
| Staples Sustainable Earth | | | | | | |
| Diversey | | | | | | |
| Sysco | | | | | | |
Helpful Resources
See the Certifiably Green
Denver website for more helpful resource sheets: www.denvergov.org/CGD
Please be aware that detergents used in cleaning activities, even those labeled 'non-toxic', 'environmentally friendly' & 'biodegradable', can cause immediate harm to fish and other wildlife. NEVER dump cleaning products or wash waters into a storm drain!
Visit us on Facebook! facebook.com/cgdenver
Contact Information
Janet Burgesser
Program Manager
Certifiably Green Denver
200 W 14th Avenue, Dept 310
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NOTES FROM THE LITURGIST
DID YOU OPEN YOUR GIFTS?
There are usually different ways by which a child reacts of receiving a gift on his/her birthday or at Christmas. The "spoiled" child opens the gift, take the new toy, and runs to a corner to play with the toy by him/herself. The "well-trained" child opens the gift, takes the toy, and invites other children (siblings or friends) to play with the toy along with him/her. And others they don't like to share for the first time but in the end, they will invite you to be their playmate.
This weekend is the Feast of the Epiphany of the Lord. If Christmas is the feast of receiving a gift from God, Epiphany is the feast of opening the gift and discovering that gift is not just for ourselves but is meant to be shared with others. Epiphany is, therefore, the feast of sharing with others the gift that we have received at Christmas. For the "child that is born for us, the child that is given to us at Christmas is destined not just to be the "king of the Jews" but the savior of the world.
Epiphany, is the feast of the revelation of Jesus to the nations. The gift received at Christmas has a universal significance. This universality is signified by the "magi from the East" who represent all peoples of the world. Epiphany is, therefore, a profound missionary feast and underlines the missionary vocation of every Christian, of every believer in Jesus. For one cannot receive the gift of Christmas without sharing it with others. One cannot be a follower of Jesus without sharing his good news with others.
The feast of Epiphany asks us to be especially attentive in today's many "seekers" represented by the magi from the East in search of the child who was born the "king of Jews." This search of today can take many forms – the search for truth, that we encounter God in the personhood of Jesus. God our Father is no longer a stranger to us because we know him through his Son. We know his feelings, sentiments towards us human beings because He has become human like us. For meaning in life, that being always ready to love others by being of service to them in their needs. For bringing justice and peace in the world, for we are the example of reconciliation and unity among the peoples of the world. Epiphany invites us, Christians and followers of Jesus, to be the star that aroused the curiosity of the magi, led them on their journey, and guided them in their search. But like the star which guided the magi, we are to shine not in Jerusalem, among Herod and his chief priests and scribes, but in Bethlehem, with Mary and Joseph and the newborn child. For Jesus is to be found not in the center of power and riches but among the poor and the lowly.
However, this time let us ask ourselves, what are we doing? What is Christmas for us? Do we find Jesus in the parties? Social events? Or did we find Jesus in our gifts?
We, Christians, will be this star for the "faith-seekers" of today if we take seriously our missionary vocation, it is not enough to believe in Jesus. It is necessary also to proclaim Him to others. We cannot be like the spoiled child who runs to a corner to enjoy the gift by him/herself. We must be like the "well-trained" child who invites others to share in the gift that he/she has received. Only then will our celebration of Christmas reach true fulfillment. Indeed, Epiphany is the end of the Christmas season. Happy Epiphany to each and every one! | <urn:uuid:59d05b91-d20c-4583-a784-360a105272ca> | CC-MAIN-2018-26 | http://stmarysalbany.com/wordpress/wp-content/uploads/2018/03/Epiphany.pdf | 2018-06-22T05:24:18Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00268.warc.gz | 309,685,527 | 772 | eng_Latn | eng_Latn | 0.999307 | eng_Latn | 0.999307 | [
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Emphasizing Main Points
A Handout from the EcoTeach Center, Duke University Prepared by Paul Dudenhefer, Writing Tutor
Asa writer, you always want your main ideas to come across clearly to your readers. The question is, How do you do that? How can you construct prose so that your readers are likely to notice your main points?
The only surefire ways to do that are to stand over your reader's shoulder and point out to her your main ideas, or to underline or italicize in your paper every important point you wish your reader to notice. Alas, as writers, we cannot do that. In the first instance, it would be impossible for you to be present every time a reader reads your writing; in the second case, the conventions of the printed text preclude it.
Skeptical? Consider this example. Most of us are familiar with Lincoln's Gettysburg Address. Here are the opening sentences from that short speech.
So what to do? It will help to understand that, in general, the greatest place of emphasis in a sentence is at the end. (The second greatest place is at the beginning. But the beginning of sentences is best left for old or linking information.) Therefore, in any given sentence, you should usually put at the end the one piece of information that is most important, that most deserves stress or emphasis.
Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
This speech is a widely celebrated piece of American rhetoric. Why is it so powerful? One reason is that Lincoln knew how to use sentence structure to achieve emphasis. Just take the first sentence. What phrase or idea comes at the end? That all men are created equal. Most would agree that of all the elements in that sentence, that is the one that is most important.
To demonstrate further the wisdom of putting important ideas at the ends of sentences, let's revise Lincoln's text by putting different things at the end. What happens to the effectiveness of the speech?
Our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal, four score and seven years ago. A great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure, now engages us. A great battlefield of that war is our meeting place today. That field is a final resting-place for those who here gave their lives that that nation might live, and we are here to dedicate it. It is altogether fitting and proper that we should do this, we all no doubt believe.
Most readers will feel that the speech loses a lot of its power. Why? In large part because the sentences end with anticlimactic or lesser ideas.
This principle (putting important ideas at the ends of sentences) is most relevant in the case of long sentences. Here are two versions of the same long sentence Which version is the best?
1a. As a vegetarian, Paul is similar to Nancy, the difference being that Paul eats diary products, vegetables, fruits, grains, and nuts, while Nancy eats diary products, eggs, vegetables, fruits, grains, and nuts.
1b. As a vegetarian, Paul is similar to Nancy, the difference being that Paul eats diary products, vegetables, fruits, grains, and nuts, while Nancy eats not only diary products, vegetables, fruits, grains, and nuts, but also eggs.
Most people would agree that 1b is better. Why? Because the most important piece of information, the one thing that distinguishes the two kinds of vegetarians—the fact that one eats eggs and the other doesn't—appears at the very end of 1b and is thus more likely to be noticed and emphasized.
Let's end with one more example, a familiar one, from the world of political conventions. How are votes for nominees announced on the floor of the Democratic or Republican convention? Answer: with the most important piece of information, the nominee's name, at the end! "The great state of North Carolina, home of the Great Smoky Mountains and the Outer Banks, home of the world-famous Duke University, home of the greatest rivalry in college sports, the rivalry between Duke and UNC, home of the best barbecue, bar none, in the United States, and home of the celebrated Research Triangle Park, which itself is home to over twenty-five national companies, including three Fortune 500 companies, is proud to cast its vote for a man who will bring honor and integrity to the Oval Office, a man who has already served his country in exemplary fashion as a member of our armed forces and as a representative in the U.S. Congress, ladies and gentleman, a man who will be the next president of the United States, . . .!"
For more on using the ends of sentences as places of emphasis, see Style: Ten Lessons in Clarity and Grace, by Joseph M. Williams, or Expectations: Teaching Writing from the Reader's Perspective, by George D. Gopen.
©2007 by Paul Dudenhefer | <urn:uuid:6cee3be1-443c-4a22-bcfe-cd6fbabbcb8b> | CC-MAIN-2018-26 | http://econ.duke.edu/sites/econ.duke.edu/files/Emphasizing%20Main%20Points.pdf | 2018-06-22T05:13:37Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00267.warc.gz | 97,061,873 | 1,124 | eng_Latn | eng_Latn | 0.999214 | eng_Latn | 0.99935 | [
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What to Expect (Physical Effects)
When on a fast your body detoxifies, eliminating toxins from your system. This can cause discomfort such as headaches and irritability during withdrawal from caffeine and sugars. And naturally, you will have hunger pains. Limit your activity and exercise moderately. Take time to rest. Drink lots of water. Chew sugar free breath mints or gum.
How to End
Don't overeat when the time comes to end your fast. Begin eating solid food gradually; eat small portions or snacks.
My reasons for fasting:
_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________
By the strength and grace of God, I commit to the fast.
______________________________________________ ______________
Signed
Date
NOTE: Fasting and your health: If you have health issues or concerns about your physical ability to fast, please consult your doctor before beginning your fast.
Excerpt of information from www.jentezenfranklin.org
START DATE:
Monday, January 6 th
END DATE:
Sunday, January 26 th (End of day)
Please join the Prayer Partners Teams at 9:15 a.m. on Sunday mornings during the fast.
SCRIPTURES
Psalm 42:1-2; Job 23:12; Ezra 8:21;
Isaiah 58:6; Matt. 6:16-17;
Matthew 6:14-21 OR other scriptures of your choice.
Greater Love Church Pastor Steven Barlow
Biblical fasting is refraining from food for a spiritual purpose. Fasting brings one into a deeper, more intimate relationship with the LORD. Sometimes we need spiritual renewal in our lives. Fasting is one of the ways that can cleanse us. It will help the process of communicating with the Father. You are following Jesus' example when you fast.
What to Do
- Pray without ceasing (1 Thessalonians 5:17).
- Stay focused on the blessings you are expecting from God.
- Read and study the word of God at every opportunity.
- Spend time listening to praise and worship music.
- If you fail in your trying, don't give up, start over again.
What to Expect
- Breakthrough unlike anything you've ever experienced.
- Expect the enemy to tempt you with food and anything else he thinks will try to turn you around from completing the fast. Expect to get hungry.
- Supernatural blessings and release of the power of God in your life.
Areas of Focus for Corporate Fast
- RESTORATION – of marriages and families and family values. Restoration of other things that the enemy has robbed us of.
- RELEASE – of captives being held by sin, addictions, depression and any other forms of bondage.
- REWARD – for those who humble themselves and pray and seek God's face (2 Chronicles 2:14)
How to Begin
Start with clear goal(s). Be specific about why are you fasting. Write it down in a journal or the back of this handout.
Do you need direction, healing, restoration of marriage or family issues? Are you facing financial difficulties? Do you desire to know God's will for your life? Is there a friend or loved one who needs salvation? Do you need to break away from bondages that have been holding you hostage?
Ask the Holy Spirit for guidance to define what things you want God to do during this fast.
Prepare Spiritually
- Confess your sins to God. (1 John 1:9)
- Forgive all who have offended you and ask forgiveness from those you may have offended (Mark 11:25; Luke 11:4; Luke 17:3-4).
- Ask the Holy Spirit to reveal areas of weakness in your life.
- Surrender your life fully to Jesus Christ and reject the worldly desires that try to hinder you (Romans 12:1-2).
Decide What Type of Fast
Full Fast
Drink only liquids
The Daniel Fast
- What to eat and drink: Water and juices. Eat all kinds of fruits and vegetables, seeds, nuts and sprouts, brown rice, beans. Fish, if desired.
- Foods to avoid: Meat, white rice, fried foods, sweets, bread, caffeine, carbonated beverages, refined sugar, margarine, shortening and high fat products.
Partial Fast (This can be full fast (drinking only liquids) or giving up particular food items, i.e. sweets, coffee, sodas)
- 12 Hour fast: Midnight to Noon
- Partial Day Fast 1: Midnight to 3:00 p.m.
- Partial Day Fast 2: 6:00 a.m. to 6:00 p.m. | <urn:uuid:7bfb3dff-d444-4116-8a72-d271eff0fd97> | CC-MAIN-2018-26 | http://nebula.wsimg.com/bcc9ca1da9510380dcdcb511a1a14437?AccessKeyId=7A50798D5216B0F652E9&disposition=0&alloworigin=1 | 2018-06-22T05:53:09Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00268.warc.gz | 223,228,125 | 971 | eng_Latn | eng_Latn | 0.996989 | eng_Latn | 0.999005 | [
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THE EQUUSTOCK ENVIRONMENTAL AND SUSTAINABILITY STORY…
From our inception, we have been dedicated to manufacturing a 100% natural wood based product line that contributes to protecting our environment, our animals and the human beings that care for them. With roots in animal care, environmental stewardship and sustainability, we naturally give attention to every detail of our product cycle. In other words, we don't just talk the talk, we walk the walk.
As pioneers in developing beneficial uses for millions of tons of by products, we focus on manufacturing a sustainable product. Through the selection of raw materials, manufacturing efficiencies, product benefits to reduce packaging demands, reduced consumption / disposal volumes associated with our products, and regional production placement – we have built a sustainability model that is unique to the Equustock brands.
All raw feedstock materials are waste by products from sustainable forestry management certified sawmills or timber from sustainable forestry management projects and private land conservation projects utilizing timber restoration and reforestation, forest thinning for quality growth and fire cessation programs.
Reduction of litter and bedding consumption is a direct economic benefit to the consumer. This reduction in consumption also brings reduction in disposal, which is beneficial to everyone.
Disposal minimization reduces landfill waste from urban large animal and residential small animal applications. Our 100% pine products are compostable (excluding solid waste from cats), biodegradable, and will reduce disposal volume overall.
Utilizing the benefits of our proprietary UHCBS³ technology to increase the absorption and functionality of our products we have reduced the volume of packaging materials and associated manufacturing necessary to support the need of each consumer by four times on average.
With multiple plant locations, our regional production minimizes transportation distance to our retailers, reducing the energy impact and carbon footprint of every bag on the shelf. At Equustock, we produce a premium product focused on convenience, effectiveness and quality via our ongoing pledge to support a sustainable commitment to our product manufacturing, transportation, packaging and disposal.
Our New Mexico plant is positioned aside the Vermejo Park Ranch in New Mexico. http://www.vermejoparkranch.com/conservation_projects.php/ "The Ranch" is one of the best examples of private land conservation efforts in the United States. The neighboring post plant operation supplies the by product necessary to support our horse bedding, cat litter and absorbent brand operations. Our dust removal process provides the energy to fuel our drying equipment so like all of our operations, we are a full circle recycling process with zero waste.
Our Virginia operations are nestled in our eco-industrial park on the James River dedicated to a cacophony of green manufacturing businesses. http://www.thesustainabilitypark.com/ The Sustainability Park offers a unique environment for the development of large-scale sustainability and renewable energy projects and manufacturers.
All of our manufacturing operations are zero waste sustainable production facilities focused on environmentally responsible production of our 100% natural products.
We hope you will join us and do everything you can to promote responsible environmental practices as they relate to animal waste management. You have taken the first step with your interest in the Equustock family of 100% natural brands.
Guardian Angel Cat Litter™
Guardian Angel Small Animal Litter™
Unconditional Cat Litter™
Absorb & Clean™
Guardian Horse Bedding™
Big Heat Fuel Pellets™
Equustock 4R Environmental Policy | <urn:uuid:899ac70e-840c-47b1-8696-e7d4983f74cf> | CC-MAIN-2018-26 | http://unconditionalcatlitter.com/pdf/environmental_policy.pdf | 2018-06-22T04:59:39Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00268.warc.gz | 338,042,989 | 696 | eng_Latn | eng_Latn | 0.987156 | eng_Latn | 0.98959 | [
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An excerpt from YAP's Policy & Advocacy Center publication Safely Home
SYSTEM REFORMER
In 1998, Middlesex County (NJ) had more than 100 kids in detention on any given night. By 2012 the number of youth in detention on any given night was between 15 and 20. Recently retired juvenile court Judge Roger Daley was one of two judges who presided over the reduction in Middlesex County.
One of the most influential experiences for Judge Daley was peer-to-peer mentoring with other judges he met through the National Council of Juvenile and Family Court Judges. In addition, he was moved by Supreme Court jurisprudence that relied on neuroscience to overturn adult sanctions for kids, including the juvenile death penalty in 2005 and later curtailing juvenile life without parole in a series of decisions. From his perspective, if the US Supreme Court was acknowledging that adolescent brain development affected their ability to understand the consequences of their actions that should also affect the practice in his courtroom.
He also credits much of the change in Middlesex County to a shift from a punitive court to a therapeutic court and initiating a special, multi-disciplinary team that included memorandums of understanding between agencies. Judge Daley decided that in order to change the practice, people needed to start working together or nothing would ever happen. He began to convene people from other youth-serving agencies. Foremost on his mind was the families. As he put it, "you don't hurt a family that wants to be a part of the solution. We're talking about the lives of children; I wasn't doing this to be popular."
One challenge persisted. Although he tried to avoid placing kids in detention for probation violations, he did use detention for probation violations to help youth with addictions. The lack of community detox facilities meant that kids couldn't get into inpatient drug treatment unless they were in jail.
In 2008 JDAI, which had already successfully reduced detention populations in multiple other counties in New Jersey, did analysis of how many kids were in detention in Middlesex County. The County hadn't created any alternatives when JDAI did its assessment, so Judge Daley reached out to others in the state for help. One state leader responded, and introduced Judge Daley to staff from Camden
"You don't hurt a family that wants to be a part of the solution."
- Judge Roger Daley
MIDDLESEX COUNTY, NJ - JUDGE ROGER DALEY (RET.)
Youth Advocate Programs to adapt its Community Reintegration Services program (CRIS) in Middlesex County.
Middlesex CRIS created a meaningful detention alternative for kids who Judge Daley described as "the really risky ones, the ones who were going to be locked up in state prisons." Post-discharge outcomes from 2013 show that 90% of youth were not arrested while in the program, 87% of the post-discharge youth surveyed were not arrested at the last known time after discharge, and 89% were living in the community at discharge, with 85% living in the community post-discharge.
Judge Daley considered CRIS a successful program that helped to reduce the detention population by directly providing an alternative he felt could help the youth and family and also address public safety concerns. He believes that one of the reasons for the program's success is that CRIS used Advocates, paid street workers who were boots on the ground working with the kids in their neighborhoods and with their families. In 2010, JDAI formally entered Middlesex County and has continued to help Middlesex County, through CRIS and other alternative to detention programs to reduce the detention population.
Source: Interview with Judge Roger Daley, March 11, 2014; Internal YAP outcome data for Middlesex County CRIS and DAP Programs, 01.01.11-12.31.13 | <urn:uuid:b645d6db-891b-44ed-ac8f-1643452416b9> | CC-MAIN-2018-26 | http://safelyhomecampaign.org/Portals/3/Documents/NJ%20-%20Judge%20Daley%20Bright%20Spot.pdf?ver=2016-05-16-091809-580 | 2018-06-22T05:10:26Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00266.warc.gz | 290,680,886 | 791 | eng_Latn | eng_Latn | 0.998504 | eng_Latn | 0.998709 | [
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Sarasas Witaed Chiang Mai School QC Study Questions (Mini-Bilingual)
6 th
Semester 1 Academic Year 2017 Mathayom 3 Gifted
Language:
1. What time ……………....
a. the train leaves?
b. leaves the train?
c. is the train leaving?
d. does the train leave?
2. Jane: "Are you going to the dance on Friday?"
Mary: "No, I'm not. I …………... school dances; they're loud, hot and crowded!"
a. not enjoy
b. don`t enjoy c. doesn`t enjoy
d. am not enjoying
3. I ………..... for my pen. Have you seen it?
a. will look
b. looking
c. look
d. am looking
4. You can keep my iPod if you like. I ……………... it any more.
a. don`t use
b. doesn`t use c. didn`t use
d. am not using
5. The phone …………..... Can you answer it, please?
a. rings
b. ring
c. rang
d. is ringing
Mathematics:
1. What is the arithmetic mean of the numbers 4, 8, and 12?
a. 4
b. 6
c. 8
d. 10
2. A frequency distribution table has class intervals 17–22, 23-28, 29-34, and so on. What is the
class size?
a. 5
b. 6
c. 7
d. 8
3. What is therangein this set of data : 14, 3, 5, 9, 6, 5, 17, 2, 2, 4, 8, and 12?
a. 9
b. 11
c. 14
d. 15
4. Which one below is an example of discrete data?
a. age
b. weight
c. height
d. speed
5. Find the median of this set of data : 5, 8, 12, and 15
a. 10
b. 12
c. 9
d. 13
th
6 QC. Study Questions M.3 G (Mini-Bilingual) page 1 / 2
Science:
1. A rare phenomenon from lightning that unlike a lightning bolt, travels horizontally close to the ground.
a. Monsoon
b. Climate
c. Cyclone
d. Ball Lightning
2. A narrow band of high-speed wind, in the upper troposphere.
a. Catchments
b. Jet Stream
c. Ozone
d. Latitude
3. An electrical discharge that results from the build-up of positive and negative charges within
a thunderstorm.
a. Monsoon
b. Thunder
c. Lightning
d. Cyclone
4. Is often used to mean a violent, swirling wind storm.
a. Cyclone
b. Flood
c. Down pour
d. High pressure
5. The center of a tropical cyclone in an area characterized by light winds and often by clear skies.
a. Cyclone
b. Monsoon wind
c. The Circular eye
d. Horizon
Health Education:
1. Aerobic means "with ________________."
a. air
b. atmosphere
c. oxygen
d. nitrogen
2. _______________ refers to the absolute range of movement in a joint or series of joints and length in muscles across the bones.
a. strength
b. flexibility
c. endurance
d. transportation
3. An aerobic exercise of __________ per week is essential to weight management.
a. 3-5
b. 7-9
c. 5-8
d. 6-8
4. Aerobic gymnastics is also known as _________________.
a. sports aerobics
b. dance aerobics
c. tumbling
d. competitive dancing
5. Which of the following is a basis for scoring a performance in aerobic gymnastics?
a. creativity
b. difficulty of routine
c. height of performer
d. a and b
th
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TRAINING A DOG FOR HGH
THE BEGINNING OF TRAINING
By Ulf Kintzel
The decision when to start to train the dog is not easily answered. It depends on the dog, the handler (skills and experience) and also on what else the dog is supposed to learn, in what other fields it is supposed to get trained.
Personally, I start my dogs at the rather young age of 7 to 9 months. However, for several months the dog has "light duties". Nothing is expected yet. The dog mainly works while the sheep are grazing. The more demanding parts of the dog's jobs, like moving the flock on a road from one graze to another, the dog learns much later when the dog is definitely older than one year. It is possible to teach more demanding jobs at a younger age but the problems that usually go with it show at a later time. In my opinion, it is not worth it to rush the training at the expense of problems that might occur later.
The training starts with teaching the dog to stay on a border. In real life there is usually some sort of border between two different fields. That is the whole purpose of teaching the dog to work on such a border in order to be able to utilize unfenced pastures right next to fields with crops. However, these borders are sometimes too difficult to teach a beginner dog. Therefore, all kinds of borders that are easier can be used such a tire track, a plowed furrow, a track in the snow, a farm road, the edge of a harvested corn field or a mowed border. The latter I use also for my lessons since I need suitable borders every day for those people who train their dogs with me.
The sheep will be put in a graze, the dog will be put on the border. The dog is on a long leash in order to control it. It is important at this point that the sheep make no attempt to leave the graze or a second - trained - dog needs to be in place in order to control the flock if needed. I find it important to point out that the dog, for at least several weeks of the early training, is not actually needed. In other words, the dog receives its first lessons in situations that don't really require a dog. This way it can be avoided that the dog will be put into situations that it cannot possibly handle due to its inexperience and young age. Much later the dog will be put into situations where it actually has to truly tend the sheep. I also choose grazes where the dog has to work just one side and does not have to cover the end or even the opposite side of the graze and I also avoid grazes where the dog has to cover long distances due to the fact that the sheep are very spread out. The key idea is that nothing is truly expected from the dog yet. In the following paragraphs I will explain why the dog already has enough to deal with.
The dog will be put on the border right next to where the sheep are grazing. It is not good when the sheep are more than 5 yards away from the border because a great distance might not trigger the inexperienced dog's drive.
The dog will be given the command "Border" or "Furrow" (the German command would be "Furche"). The handler walks up and down inside the graze with the dog staying on the border, the dog will be encouraged with praise to patrol the border. However, every time the dog tries to come off the border, every time the dog steps off the border into the graze it will be corrected. This puts an enormous stress on the dog right from the beginning because the dog a) doesn't understand yet what the procedure is, what the correction is for and b) receives the correction before it actually can truly kick into drive.
If the dog is weak one can avoid this partly by letting the dog run for a longer period of time along the fence line of a fenced pasture for sheep with the sheep close to the fence. This way the dog can develop drive without being corrected. However, once the true training starts the stress is still there while the dog's drive may not be "killed" that easily anymore.
Once the dog understands the concept of a border - which usually takes just one or two lessons with GSDs from herding lines - the leash can be dropped and the dog may move more freely. Now it is important where the handler positions him-/herself and the crook - the shepherds tool to guide, signal and correct the dog - come into effect. The handler should stand somewhere in the middle of the flock and a few yards away from the border in the graze. From this position it is "easiest" for the handler to guide and correct the dog if necessary. In addition, the handler is most visible for the dog.
The dog will be encouraged to work the parts of the border where the sheep are closest. The training goes at this point along a very fine line. On one hand the dog is supposed to be in place, not letting the sheep out of the graze. On the other hand, if the dog makes just one step into the graze it will disturb the sheep and it will be corrected because it is supposed to learn to leave the sheep alone as long as they are in the graze - no matter how close the sheep are to the border. This puts an enormous amount of stress on the dog, especially since it learns the rules as it goes along. Since it receives more corrections than usual it helps to praise the dog more than usual as long as it has done the tasks correctly. With time the dog figures out the system, will be enough under control to be encouraged without trying so hard to charge in anymore and the dog will start to work more lively and freely again.
That would be the beginning of the dog's herding carrier. As long as the dog is quite young I do this for several months. I let the dog gain experience, drive and confidence. I make sure that this very basic and very important training works quite well before I move on. Many training mistakes that I have seen in dogs - including dogs that I trained in the past - have occurred because the dog was taken further in training too soon. The dog wasn't ready, the needed experienced and control not gained.
On the other hand, problems can also occur when the dog is kept too long on the border and does other tasks too late. Why that is I will describe in my next article.
Since I believe I am writing mainly for an audience that does Schutzhund I would like to add something for the Schutzhund folks: If you consider doing herding in addition to Schutzhund I would suggest to start with the prey work before you start with herding. That can be done at a much younger age when playing with the dog. Once the dog takes the puppy tug or whatever else is used very well one can consider starting herding. If the herding is done first you might experience that the dog is not the playing kind of dog anymore, might not like to work in prey.
However, once the dog has learnt it before the herding it won't forget. In addition, I would not suggest to do a protection work lesson shortly after a herding lesson. It works the other way around.
A clear border like this mowed border helps the dog to get the idea rather quick. | <urn:uuid:1cb1d3fb-14e4-49aa-b6df-abe8bad9c8c4> | CC-MAIN-2018-26 | http://whitecloversheepfarm.com/sh-articles/Beginning%20Of%20Training.pdf | 2018-06-22T05:20:40Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00266.warc.gz | 361,872,047 | 1,521 | eng_Latn | eng_Latn | 0.999635 | eng_Latn | 0.999602 | [
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By the time they reach high school, 63 percent of children are no longer physically active. Why? Try TV, video games and personal computers, compounded by too much munching of high-calorie foods that add unwanted and unneeded pounds.
If your kids fall within this group, you don't have to shake your head sadly. You can set a good example, be a role model and do the right things so your kids will, too.
Get off the couch and on a bike with your kids. Introduce them to exercise that's fun. Eat healthy. Instead of highcalorie foods and snacks, turn to fruits and low- or non-fat foods. And once you get kids moving in the direction of fitness, chances are they'll keep going for the rest of their lives.
START 'EM YOUNG
Did you know that physically active children have fewer chronic health problems than kids who are sedentary? Children who are fit have other statistics in their favor, too. They're better able to meet the demands of daily physical activity. They do better in physical-performance tests. They have a stronger self-image and more self-confidence, and they demonstrate greater improvement in skill- and health-related fitness.
When you consider the facts, it makes good sense to encourage physical activity when your children are young. Parents, teachers and fitness professionals all have a role to play. Each can help kids think positively about exercise and motivate them to make regular physical activity a lifetime pursuit.
KIDS IN MOTION
MOM AND DAD ARE THE BEST MOTIVATORS
As a parent, it's up to you to play the biggest part — bigger than a teacher, more important than a fitness professional. Your child looks to you for examples on how to talk, dress, act and lead a physically active — or a non-physically active — life.
Set a good example for your kids. Instead of spending the evening in front of the television, find some activity that will keep you moving. In warm weather, bike outdoors; if it's too cold, get a stationary bike, a treadmill or a trampoline.
And it's never too late or too early to help your kids build strength and endurance. Push-ups and pull-ups are an excellent way to build upper-body strength. Jungle gyms and monkey bars are great for kids because they utilize their own body weight. And they're loads of fun.
Keep in mind that kids are not always naturally limber and that their muscles may be tight and vulnerable to injury during the growth spurts that occur during the elementary years. Be sure to include stretching as a part of your fitness activities.
Make sure that you concentrate on the positive aspects of exercise. It's a chance for a family to be together, to share good times and fun. Avoid competition, discipline and embarrassment — things that can turn good times into moments of dread. And praise your children for trying. Praise them for doing.
IT'S REALLY UP TO YOU
You can't tell kids that being active is fun. You have to show them. So take your kids hiking, biking, dancing, sledding, swimming and in-line skating. Skip rope or shoot baskets with them.
Plan outings and activities that involve walking, like a trip to the zoo or the park, a nature trail hike, or even a walk through the mall. It's really up to you. If you want your kids to be healthy, happy teens and adults, it's up to you to do something about it.
Compliments of:
Put your name and logo in this area, then make handout copies.
Reprinted with permission from the American Council on Exercise.
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Process Optimization Sub Dept. Kanda/Tagawa Plant
Shinpei Kawazoe
I went to Cebu island in Philippine from 29th-Sep to 28th-Oct, and stayed to study English at CPILS (Center for Premier International Language Studies).
Firstly, I would like to introduce what CPILS is. It is the pioneering and the leading ESL/EFL school in the Philippines and in Asia. The school has a well-planned curriculum and academic system which ensure quality education for students. The numbers of students are sometimes as many as 500 people, and the percentage of nationality is that Korea is 60%, Japan is 20%, China is 15% and other is 5%. And also, the numbers of teachers are sometimes as many as 250 people.
Secondly, I would like to introduce the activity of the first day in CPILS. I met batch mates who were enrolled at CPILS at the same time, and then we had a placement test. An orientation was held in this afternoon.
Next morning, we got our placement test result and were separated each classes. In my business course schedule, I had 6 classes, which were 2 classes (1:1), 3 classes (1:4) and 1 class (Listening). In addition, 1 lesson takes 80mins, and 1 st class starts at 8:00 am.
Thirdly, I introduce my daily lesson content. One of the 1:1 classes is business vocabulary. Its purpose is to master business vocabulary. Another 1:1 class is mainly a speaking in business. I did roll-play with the teacher on some situations. (Ex; compromise, delegation, etc) Two of the 1:4 classes are mainly a discussion with students regarding business topics. One of the 1:4 classes is presentation phrases. Its purpose is to master many phrases in presentation. And also, I prepared 2 power points after lessons and then, I made a presentation twice in the lesson. Last class is listening, in this class we had to write down words of a conversation through the listening an audio script. After the lessons, I had much homework and did it by midnight usually.
Finally, I had to speak English so much and to explain obviously using English in all lessons, so I had much stress first of 2 weeks. But I could feel pleasingly to attend the lessons as I got used to CPILS life. In my opinion, I felt it is better to improve speaking of English at least 8 weeks than 4weeks if it is possible. About Pilipino teachers, I thought that they were trained greatly by trainers, had much English skills and knowledge, and they were very funny and kindly.
Additionally, I could make a lot of friends in CPILS, and I was helped many times by them. I am deeply grateful CPILS, my friends and our company which gave me the chance of English abroad.
Sincerely Shinpei Kawazoe | <urn:uuid:4b1d0c75-c49f-43bb-a958-a3778c097bf9> | CC-MAIN-2018-51 | http://cpils.jp/wp-content/uploads/2016/05/2.pdf | 2018-12-18T19:42:43Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00286.warc.gz | 66,903,726 | 616 | eng_Latn | eng_Latn | 0.999248 | eng_Latn | 0.999248 | [
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In association with
* understand principles and techniques of Aquaculture
* understand Biology of farmed organisms
* make the most of our marine environment
* develop informed opinions on issues relating to Aquaculture
* improve communication skills
* use appropriate equipment to collect and analyse data
* work cooperatively with other people
opportunities
* participate in and plan research projects
* gain diving and boating and First Aid Certificate
* gain workplace experience
* visit research and farming sites
* achieve National Certificate Aquaculture
* be selected for scholarships and exchange trips
Piripi is the mountain!
Arapaoa is the sacred island
Waitohi is the river!
Queen Charlotte College Aquaculture Academy
SchwassFamilyTrust - Crop proceeds & use of line space
PortMusselCo. - Seeding floating & harvesting crop
SealordShellfish - processing crops
MarlboroughMusselCo - proceeds from crop
AotearoaSeafoods/WhakatuCorp - donation & use of line space
SouthshoreMarine - backbones, warps etc
Sourthern OceanRope - culture rope
DonaghysRopes - culture rope
QualityEquipment - culture rope
IndustrialMarines- floats
Copacinternational - floats
Pelorus moulders - floats
Sanfords SouthIsland - use of line space
Gillsconcrete - anchor blocks
McBride BoatDesign - assist with barge design
RapidcatBoatBuilders - assist with barge construction
OddiesMarine - assist with purchasing of life jackets
TNL - transport of requirements
Windshear - student prize
NZ KingSalmon - salmon for dissection purposes
SurveyNelson - surveying of barge
HydraliftCranes - lift barge onto transporter
PictonEarthworks - transport barge from Blenheim to Picton
Gregory Engineering - supply motor frame for barge
ResenePaints - supply paints for antifoul lay-up
McManawayMarine - slipping & assist with antifoul lay-up
Marlborough Marine- assist fitting up motor
NZLotteriesCommission- funding for purchase of motor
NZMarineFarmingAssn - annual scholarship
Port Marlborough - berth for barge
Following are the names of companies & organisations who have made their facilities available for Academy trips.
Burkharts Fisheries Ltd
Aotearoa Seafoods Ltd
Ormond Aquaculture Ltd
Sanford Havelock
Cawthron Institute
Marlborough Mussel Company
NIWA
Regal Salmon
Mussell Farm
Assessment
The course will offer a selection of unit standards and certificates courses in industry, boating, diving, first aid and work experience.
Year 12
Students may enter at this level without completing the Year 11 course.
The Year 12 course offers a broader understanding of New Zealand aquaculture with a focus on environmental awareness and sustainability.
The following unit standards may be offered to students who have already completed their diving training, either out of school or during the year 11 course.
*¹ The unit standard 6213 is a core requirement for the Level 2 Seafood with Aquaculture Certificate and needs to be undertaken within the aquaculture industry.
In addition to the unit standards, students will visit aquaculture industry facilities throughout Marlborough and participate in routine sampling of water and mussels at the college's research line in Shakespeare Bay.
All of the students at the Aquaculture Academy are enrolled on the QCC Gateway Programme
Practical Aquaculture Course
This course will allow students who have already attained 20 or more credits at Level 3 Aquaculture to participate in this practical based programme.
There will be the opportunity for students to resit some unit standards not achieved during the Year 11 or Year 12 courses so they can achieve the National Certificate in Aquaculture (Level 2).
Students will make more use of the Academy's barge and undertake a practical research project related to New Zealand aquaculture. There will also be opportunities to gain work experience in the aquaculture industry.
Progression in diving and boating will be offered during the course of the year.
Contacts
Betty Whyte
Chair & Director Aquaculture Principal QCC
Tom Parsons
Helen Smale
NZMFA Rep. Aquaculture
Dr John Whitehead
Aquaculture Teacher
Terry Schwass
Board Member
Queen Charlotte College
Phone: (03) 573 6558 • Fax: (03) 573 6559
Email: email@example.com
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Why Friends of Irise?
Why Friends of Irise?
An opportunity for students who care about women's rights and empowerment to take practical action and make a tangible difference.
Skilled volunteering NOT voluntourism
"Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has."
Margaret Mead
How have we worked with Friends of Irise in the past?
1. Fundraising
We're a small charity and every penny makes a difference. Student fundraising is vital in enabling us to deliver for women and girls.
It costs us just £6 to reach a girl with the education and pads she needs to stay in school all month long and £25 to train a woman as an entrepreneur.
2. Research Placements
Since we started students have helped us complete essential evaluation and research. Many have gone onto to publish in peer reviewed journals.
Without students help we wouldn't have been able to complete our recent randomised control trial, one of the first ever high quality pieces of work investigating the effect of supporting girls during their periods on their school attendance.
3. Campaigns
Students have participated in our campaigns and helped us raise the profile of the issues nationally and internationally.
Many have written blogs published on our own platform or on Girls' Globe documenting their campaigning.
4. Teaching in Schools
Its important to support girls in our own community as well. Friends of Irise have taught in local schools about gender equality.
5. General Volunteering and internships
Some students have gone on to complete volunteering placements or internships with us. We've been able to offer them tailored mentorship and training and in return they've worked hard to deliver ambitious projects.
"Change will not come if we wait for some other person, or if we wait for some other time. We are the ones we've been waiting for. We are the change that we seek."
Barack Obama
What's available this year?
1. Teaching in Schools
* An opportunity for up to 10 students to deliver teaching about menstruation, puberty and gender roles to boys and girls in Sheffield schools.
* A research component to be led by a student looking at whether this upstream intervention can help reverse negative trends in girls' happiness and mental health.
2. Placements in Uganda
* Opportunities for students to complete research/evaluation exercises as part of our work. Space for 1-2 students every 2-3 months. Our team are experienced at supervising these placements as part of a dissertation or course assessment.
* An opportunity for 1-2 students as Story Telling Volunteers, Summer 2017. Students visit projects, take photos, conduct interviews and create stories about Irise's work to share with a UK audience. Students receive training on effective Story Telling prior to their placement. Preference to students with a strong fundraising record for Irise.
3. Volunteer Opportunities in the UK
* Long term volunteering either virtual or based in Sheffield for 1-2 students over 3-6 months starting January 2017.
* Students join the team for 1-2 afternoons a week to help fundraise, write grant applications, plan and report Irise's projects.
* Each student a professional development plan for the placement with the aim of developing transferrable skills they can take forward into their future careers.
4. Mentorship
* 1 to 1 mentorship (meetings every 6-8 weeks) for students who are either part of a FOI branch or want to set one up and would like to see their branch achieve more, particularly in terms of fundraising.
"You are educated. You may think of it as the ticket to the good life. Let me ask you to think of an alternative. Think of it as your ticket to change the world."
Tom Brokaw | <urn:uuid:b81de51c-6526-4565-bc20-0293179590b5> | CC-MAIN-2018-51 | http://www.irise.org.uk/uploads/4/1/2/1/41215619/why_friends_of_irise.pdf | 2018-12-18T19:43:55Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00285.warc.gz | 395,291,241 | 780 | eng_Latn | eng_Latn | 0.998857 | eng_Latn | 0.999327 | [
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The Path of the Righteous Seed!
Genesis 3:15: from Eve to the virgin Miriam by Richard Aaron Honorof
God showed me years ago another major Scripture Revelation to show these same Truths about our Lord Yeshua coming from two families of David & Aaron. It's the Path of the Righteous Seed!
Yeshua, my King of Righteousness, is the Author and Perfector of the Righteous Seed!
The Righteous Seed mainly ran through the two Hebrew tribes of Judah and Levi, and through two families, that of David and the line of kings & Aaron and the line of priests; … the two families which God had chosen. Jeremiah 33:24 It was in both the character and behavior of men and women.
You can find this Truth about the Righteous Seed by looking up in the entire bible where the words righteous, righteousness, and right appear, but referring to a specific person. Here is that study.
This Righteous Seed was first placed by God into Eve; It was the Seed of Genesis 3:15, or the Seed of woman.
This Righteous Seed was then seen in Abel, Adam & Eve's son. "… the blood of righteous Abel." Matthew 23:35 & Hebrews 11:4
Then 'this Righteous Seed' showed up in Noah, in Genesis 7:1 (Ezekiel 14:14) "Come with all your house into the Ark, for I see you righteous before Me in this generation."
Then this Righteous Seed appeared in Abram,
"He (Abram) believed in the LORD, and it was accounted to him for righteousness." Genesis 15:6 & Romans 4:9 This was after Melchi Zedek (my King of Righteousness), Priest of God Most High, blessed Abram and his Seed. Genesis 14:18.
This Seed ran to Judah to Amminadab & son Nahshon to David; and also to Amminadab's daughter, Elisheva who married Aaron, and she bore him four sons. God would later use Aaron and his four sons to form the Aaronic priesthood in the Sinai.
This Righteous Seed was seen in Phinehas, Aaron's grandson.
"Phinehas, the son of Eleazar, the son of Aaron the priest, has turned back My wrath from the children of Israel, because he was zealous with My zeal among them, so that I did not consume the children of Israel in My zeal. Therefore say, 'Behold, I give to him My Covenant of Peace, and it shall be to him and to his descendants after him a Covenant of an Everlasting Priesthood, because he was zealous for his God, and made atonement for the children of Israel.' " Numbers 25:11-13
"… it was accounted to him for righteousness." Psalm 106:30, 31
This Righteous Seed would run from Phinehas on to priest Zadok.
.
We next see this Righteous Seed in king David
"You are a priest forever
after the Order of Melchi-Zedek."
Psalm 110:4 and also read Psalm 17:15
"… that My servant David may always have a lamp before Me in Jerusalem, the city which I have chosen for Myself, to put My name there." 1 st Kings 11:31, 36
Nevertheless for David's sake the LORD his God gave him a lamp in Jerusalem, by setting up his son after him & by establishing Jerusalem; because David did what was right in the eyes of the LORD, and had not turned aside from anything that He commanded him all the days of his life, except in the matter of Uriah the Hittite. 1 st Kings 15:4, 5
The following are kings of the tribe of Judah who followed David's example, in doing what was right before the LORD …
```
Asa (1 st Kings 15:11, 14; 2 nd Chronicles 14:2); Jehoshaphat (1 st Kings 22:41, 43; 2 nd Chronicles 17:3); Hezekiah (2 nd Kings 18:1, 3; 2 nd Chronicles 29:1, 2; 31:20); Josiah (2 nd Kings 22:1, 2; 2 nd Chronicles 34:1, 2);
```
We also find this 'Righteous Seed' in Noah, in Daniel, and also in Job. Job 1:1; Job 42:7; & Ezekiel 14:14
This Righteous Seed was in high priest Zadok ('righteous'), and in his descendant, in high priest Yehoshua. Zechariah 3:1-8 and Zechaiah 6:11-13; Ezekiel 40:46; 43:18,19; 44:15,16, 23, 24; 45:3,4; 48:10,11
The Seed was in priest and prophet Zechariah, son of Berechiah. 2 nd Chronicles 24:20-22; Zechariah 1:1; Matthew 23:35
This Righteous Seed appeared in the Opening Scene of the New Covenant, in both priest Zechariah, the mystery Zadok high priest, and his wife Elisheva of Aaron, in Luke 1:5, 6. "righteous before God, walking in all the ordinances blameless."
This Righteous Seed was also seen in their son Yochanan, who was both prophet & the mystery Zadokite high priest. "Yochanan came to you 'in the way of righteousness!" Matthew 21:32
This Righteous Seed from Eve, this 'Seed of woman,' was passed on to Miriam through her parents who had intermarried, (from her father of David's family & mother from Zadok of Aaron) and placed in the womb of the virgin Miriam.
God said in Hebrews 10:6, A Body you have prepared for Me; Hebrew's author was quoting from Psalm 40:5 of the Septuagint. Yeshua's earthly Body was to come from this Seed from Eve, fulfillment of king's from David and high priest's from Zadok, plus what God, the Holy Spirit would contribute.
For the King and Great High Priest of Heaven, Yeshua, Melchi Zedek, my King of Righteousness, was coming to earth to redeem mankind & the earth from all sin, and a Body had been prepared for Him through the virgin.
This Seed in Miriam was then overshadowed by the Holy Spirit; and thus the Great Miracle, Yeshua, begotten at conception, in the womb of the virgin Miriam.
This Righteous Seed + what God did, begot Yeshua, the Son of Man & & the Son of God, the Aleph & & the Tav!
"…to bring in Everlasting Righteousness!" Daniel 9:24
Isaiah 32:1 Behold, a King will Reign inRighteousness!
The LORD our Righteousness! Jeremiah 23:6; 33:16
The Branch (Tzemach) of Righteousness!
Jeremiah 23:5 and Jeremiah 33:15
But to you who fear My name, the Sun of Righteousness shall arise with Healing in His Wings! Malachi 4:2
Yeshua is the fulfillment of all Righteousness!
The Path of the Righteous Seed!
by Richard Aaron Honorof Feed My Sheep Jerusalem August 29 th , 2018
Website : www.FeedMySheepJerusalem.com | <urn:uuid:dfdb2f2a-3e97-4fcb-a478-3ff3caa0c648> | CC-MAIN-2018-51 | http://www.feedmysheepjerusalem.com/system/files/articles/The%20Path%20of%20the%20Righteous%20Seed.pdf | 2018-12-18T19:18:10Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00285.warc.gz | 373,953,042 | 1,627 | eng_Latn | eng_Latn | 0.973231 | eng_Latn | 0.991425 | [
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P.O. Box HM124, Hamilton, HMAX • 504-5555 • www.waternow.bm
Solutions to common Water Issues & Info on Water Testing – Printable
Be advised – Bermuda Health department recommends tanks be cleaned at least every 5 years, and it's mandated by law every 6!
Bad Smell/Stagnation
Most commonly these symptoms are due to depletion of oxygen. The rotten egg like (sulfur) smell is the telltale sign. If the tank is clean, aeration and chlorination are the recommended steps...see below. If the tank has NOT been cleaned in the past 5 years, or has a large buildup of sludge it should be cleaned instead of aerated.
Contamination from Roof Paint
In most cases water will be cloudy, accompanied by a harsh taste. DO NOT DRINK! In such cases the only solution is to drain the tank and replace with clean water. In particularly bad cases, or for a tank that has not been cleaned in 5 years a tank cleaning will be necessary.
High Salt content
Only solution here is to drain off the contaminated water.
Mosquito larvae
Prevent these insects from entering by screening all openings, and inspecting older screening. Inspect gutters to ensure no standing water.
Rust colored water
Many houses in Bermuda still have galvanized piping and/or pressure tanks. If you have these symptoms, look to replace these components. It's a worthy upgrade that will only add value and peace of mind for an older home.
Questions & Answers
Q: How do I aerate my water?
A: The simplest way is to run your garden hose (being sure it is pressurized by the tank in question, and not the well for instance) up and into a drain pipe in the roof that leads to the tank. Let this run a good few hours, or overnight if need be. If you have a small submersible pump this is not a bad idea to use, as it saves wear and tear on your household water pump.
Q: How do I chlorinate my water?
A: The Bermuda Health Department recommends a dosage of 4oz of regular (non-scented) household bleach per 1,000 US gallons. They also recommend this only be done if the water is clear and the tank relatively free of sludge. If your tank/water does not meet these criteria, it's likely time for a tank cleaning.
There is a handy volume calculator here:
http://www.greertank.com/tankcalc.htm
Q: How do I get my water tested?
We recommend annual testing, minimum. It's cheap insurance for you and/or your tenant's health. Special attention should be paid for households with newborns, elderly, or those with compromised immune systems – and even more so for ie expats those who's guts may not be 'acclimated' to the contents of tank water that may not bother others.
A: Two options:
1) Water Now will meet with you to discuss your particular issue, and conduct an inspection. Water samples will be taken and dropped off to the Bermuda health department with appropriate documentation on your behalf. Results will be scanned and e-mailed to you, and discussed if need be. We charge a nominal fee of $25 for the drop off and paperwork, plus the Govt. testing charge ($20 per sample) at cost.
2) To have water tested yourself here's what you need to know: You will need to pick up a sample kit and paperwork from the Bermuda Department of Health, Environmental Health division. They are located at: Metro Building, 6 Hermitage Road, Devonshire, FL01. They can be reached at 278-‐5333. Cost is $20. Call ahead re the specifics of when you can/cannot drop off the samples, which should be fresh.
For any questions feel free to give us a call at 504-5555, or email us at firstname.lastname@example.org
Also don't forget to check out our notes and video on tank cleaning services at www.waternow.bm/service | <urn:uuid:e33410f9-6aeb-4e8d-92ef-fadbbd876e17> | CC-MAIN-2018-51 | http://waternow.bm/wp-content/uploads/2013/04/WaterNow_water_issues_and_solutions1.pdf | 2018-12-18T19:22:44Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00285.warc.gz | 306,110,940 | 860 | eng_Latn | eng_Latn | 0.99864 | eng_Latn | 0.998669 | [
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FIRST TERM
APRIL-
- GROWTH OF NATIONALISM
Swadeshi Movement
Revolutionary Nationalism
MAY-
- EMERGENCE OF THE COLONIAL ECONOMY
Development of the means of transport and communication
Disruption of traditional economy: British revenue policy: impact on peasants and artisans; poverty and famines.
Development of modern industries
Colonial Forest Policy
- PROJECT WORK
JUNE-
- WORLD WAR I
Causes, events leading to it; major changes in warfare and strategy;
- PEACE SETTLEMENTS AFTER WORLD WAR I AND THE ESTABLISHMENT OF THE LEAGUE OF NATIONS
Changes in the map of Europe after the Paris Peace Settlements; critical evaluation of the impact of the peace settlements.
League of Nations
JULY-
- SOCIAL & RELIGIOUS MOVEMENTS
Impact of the modern ideas in Europe on Indian administrators
Reform Movements- Brahmo Samaj, Arya Samaj, Aligarh Movement.
Struggle against caste – Jyotirao Phule, Narayan Guru, Veerasalingam.
The Women's Question
AUGUST-
- THE GREAT DEPRESSION OF 1929
Causes leading to the Wall Street Crash of 1929 and its impact on the economy
- PROTEST MOVEMENTS AGAINST COLONIAL RULE
A brief account of the Indigo Uprising (1859), Deccan riots (1875), Munda Uprising (1899-1900) and the response of the colonial authority.
SEPTEMBER-
- GANDHIAN NATIONALISM (1916-22)
The launching of the passive resistance movement by Gandhi; background and main features of the movement
Agitation against the Rowlatt Act, Jalianwala Bagh (1919), Khilafat and Non-Cooperation Movement (1919-1922.
- TERM I EXAMINATION
CLASS - XI
SECOND TERM
OCTOBER:
- GANDHIAN NATIONALISM (1927-34)
Simon Commission
Civil Disobedience Movement
NOVEMBER:
- RISE OF Communism: Russia (1917-39)
The Bolshevik Revolution of 1917- a brief account of events in 1917: March Revolution and its result
Lenin and his consolidation of the Bolshevik state.
Struggle for power between Stalin and Trotsky
DECEMBER-
- RISE OF FASCISM – ITALY (1919-39)
Post-War discontent and the rise to power of Benito Mussolini
Main features of Mussolini's domestic policy
- RISE OF NAZISM: GERMANY (1933-39)
Rise of Hitler to power and factors assisting his rise
The Nazi State: from 1933 onwards.
JANUARY-
- RISE OF MILITARISM: JAPAN (1919-37)
Reasons for militarism in the 1930s
FEBRUARY-
- REVISION FOR TERM II EXAMINATION
HISTORY | <urn:uuid:ee5b0156-1d81-4edc-91c6-c4b79b255d55> | CC-MAIN-2018-26 | http://scis.co.in/History.pdf | 2018-06-22T05:39:54Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00269.warc.gz | 291,791,133 | 703 | eng_Latn | eng_Latn | 0.878916 | eng_Latn | 0.904757 | [
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Level 18 Book h
We have designed these lesson plans so that you can have the plan in front of you as you teach, along with a copy of the book. Suggestions for teaching have been divided into questions and discussion that you may have with students before, during, and after they read. This is not an arbitrary division. You may prefer to explore the meaning and the language in more detail before students read. Your decisions will depend on the gap between students' current knowledge and the content, vocabulary, and language of the book they are about to read. The more information students have up front, the easier it will be for them to read the text. However, this does not mean that you should read the text to them first.
We have addressed four areas we think are important in developing good readers. As well as comprehension and decoding, we have addressed the issue of students being able to analyse and use texts they read. The symbols below guide you to the type of question or discussion.
This symbol relates to decoding (code breaker)
2
This symbol relates to use (text user)
This symbol relates to comprehension (meaning maker)
This symbol relates to critical analysis (text critic or analyser)
Share the front cover of the book with students. What is a mudskipper? Ask if they know about mudskippers. What information can students predict from the name and photograph?
Explain to students that the book is a factual description about mudskippers.
Use the table of contents to help students preview the text. Ask students what they expect to read in the Introduction. Tell them it is an orientation providing information about what and where.
Model how to use the table of contents by asking students to tell you what page they will find information, e.g. What Else Is Amazing About Mudskippers? Have students turn to this page in the text. Discuss the heading and how it gives an overview of the main idea of the chapter. Turn to the glossary and discuss its purpose. Find a particular word such as gills and read the information. Find the word in the index and add to the information by referring to the listed page.
Ask students to read the Introduction and then give information that answers who and where? On page 5, use the key to interpret the map.
Explain to students that you will ask a question before they read a page, and that you expect them to be able tell the group the answer after they have read to the end of the page.
Pages 8–9 Read and then be prepared to tell the group how mudskippers move.
Pages 10–11 Read and then explain how mudskippers skip.
Pages 12–17 Read this chapter and then recall three facts about mudskippers' eyes.
Pages 18–19 How do mudskippers breathe in water?
Continue through the book, guiding students' reading for information by setting a focus to read for in each sample of text.
Monitor and support reading strategies as necessary.
Ask students to compare the information about mudskippers they now have, with what they knew before they read the book.
Discuss with students why the book's title is Amazing Mudskippers.
Have students reread the book independently, and then work with a partner to recall amazing information from the text.
Introduce the Amazing Information Web and ask students to use their book and work with their partner to complete the BLM.
3
Developing Specific Skills
Silent final letters – climb (page 2)
Three-letter blends – str – stray, straighten, thr – through
Commas – (page 8)
Possessive apostrophe – mudskippers' fins (page 10), frogs' eyes (page 12), divers' oxygen tanks (page 22)
Suffix – en – straighten
Prefix – sur – surroundings
Genre – factual description – analyse the introduction as an orientation providing information about who and where. Interpret the accompanying world map using a key.
Make predictions about text.
Locate and extract relevant information from this description.
4
Draw lengths – 15, 20, 30, 60 cm.
Discuss the meaning of these words and confirm with the dictionary – surroundings, amazing, sockets, view, submarines, devices, usual, storing.
On a BLM, draw and label a mudskipper.
Ask students if they liked this book. Have them consider the information and features of the book before they answer.
Have students reflect on whether they would be able to visualise a mudskipper if the photographs hadn't been so clear and lifelike.
Would you like to discuss amazing information about mudskippers with someone who hasn't read the book?
5
18h Amazing Mudskippers
Name______________
1. Make a list of words beginning with these blends.
2. Punctuate the text with commas, question marks, apostrophes, and full stops.
thr
str
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
You think of animals that have gills not lungs
But do you know that there are fish that can live out of water
Mudskippers are not very good swimmers but when they are out of the water they can skip jump crawl and climb In fact they can move faster out of water than in water
The front pair of mudskippers fins look like little arms
Permission is given to teachers to reproduce this page for classroom use.
18h Amazing Mudskippers
Name______________
1. Draw and label a mudskipper. Tick the boxes after you write the labels.
Checklist –
fins
tail
eyes
mouth
gills
2. Write two sentences about your mudskipper.
________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
Permission is given to teachers to reproduce this page for classroom use.
Amazing Information Web
Use the information from the book to fill in the boxes.
Mudskippers
Use their tail
How they skip
Use their fins
Breathe in water
Eyes
Breathe out of
water
Permission is given to teachers to reproduce this page for classroom use. | <urn:uuid:a0c1302f-50a8-4618-b294-eff3807a4365> | CC-MAIN-2018-51 | https://s3-ap-southeast-2.amazonaws.com/marketing.macmillaneducation.com.au/Supporting-Materials/Primary/Teacher-Support/Springboard/Springboard+2/Springboard-2-Teacher-Pack-Level-18-Book-h-Amazing-Mudskippers.pdf | 2018-12-18T19:17:21Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00286.warc.gz | 712,930,732 | 1,249 | eng_Latn | eng_Latn | 0.96278 | eng_Latn | 0.999448 | [
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Communication Begins with the Right Signals. By Bob Whitaker, 2008
Wrestling referees must have the ability to instantly and properly recognize the action taking place on and off the mat. Equally important is the ability to inform everyone about your interpretation of what just occurred. Using authorized signals, you must tell scorers, timers, coaches and spectators how many points were scored or what action you penalized. Practice your signals until they are clear, mechanically perfect and automatic.
Use the authorized signals as described and pictured in the NFHS Wrestling Rules Book. Non-standard signals should not be used for obvious reasons they cause confusion. For example, using your thumb to signal a point is an international signal. However, using your index finger is the only acceptable way to signal one point by NFHS rules.
Your position on the mat enhances your ability to communicate properly. Poor positioning inhibits clear signaling. That creates confusion for the scorer and timer. That is especially true when multiple points are scored. During a flurry of intense action, you must be in control of your emotions and display all points in the proper manner. It is also important for you to control your emotions when withholding a signal until the correct time.
Visualize the exceptional referees. Those referees rarely have major problems, discrepancies or conferences with coaches. Is it by accident? No, it is their confidence that makes their signals clearly understood. Those referees don't attract attention to themselves and therefore doesn't become the attraction. The information that they supply with their signals allows the attraction and attention to stay with the wrestlers and the action on the mat.
Common complaints.
Timers and scorers commonly complain about a few things: points missed because referees unintentionally hide their signals with their own body or face, that referees' fingers are held too close together and questions about whether the wrestler scored two or three points.
Fall points are probably the most abused signal. I use the term "abused" because most referees count much too fast in near-fall situations. The most common error is the perception that the wrestler has a five-count when barely three seconds have registered on the clock. That is especially frustrating for coaches and spectators who can clearly see the clock and the referee making the count. I'll cover one tip to help correct that problem later in the article.
Too often, referees feel that they must turn to face the scorer to signal points earned. That is especially true when awarding near-fall points. True, there are times you can get away with turning your back on the action and nothing happens. However, that small void in attention has probably caused a problem in most referees' careers. They quickly became aware that they were the only person in the gym that didn't see what just happened and it wasn't good!
Flamboyant referees create different problems when they get excited during a flurry of action. Their loss of control and excessive displays of emotion cause the wrong signal to be shown. When that occurs, it creates larger problems. Already flustered, they have to respond to the criticism and have to take the point away and correct the mistake. Maybe they have to give the point to the opposite wrestler.
To do that, referees must stop the match, sort out their mistake and explain their call. That causes unnecessary swings of emotion with the participants, coaches and spectators. All that is done in a tense atmosphere, often accompanied by hurtful comments.
Some suggestions might help you achieve the common goal of referees signaling consistently throughout the match. During your training years, learn to communicate signals clearly by using the pictorial pages in the NFHS Wrestling Rules Book. Make your signals crisp and clear. Get your arm up so that it is visible to the scorer's table. Lock your elbow when counting seconds. Hold your fingers apart when signaling points. Slowly rotate your wrist once or twice it's easier for scorers, timers and coaches to differentiate the called signal as they see it from the proper angle.
You already know that when near-fall situations occur, sometimes it's almost impossible to make a visual hand count. As mentioned above, try locking your elbow on each count. You'll be surprised that it actually takes a full second to extend your arm, lock your elbow and return your hand to your chest. Repeat that sequence until the near-fall situation ends or you reach a five second count. That's the tip needed to prevent you from getting to five while the clock shows three seconds elapsed.
Keep the number of points earned (two or three), on your fingers on the mat until the near-fall situation ends. Then, without turning away from the wrestlers, hold the scoring arm up and over your head. Using that procedure helps cut down the common error of counting too quickly. To help you break the habit of turning toward the scorer's table, do some self-talk. Choose an object on one wrestler and focus on it while you signal the points to the table. Say to yourself as you prepare to signal, "I'm going to watch the defensive wrestler's headgear until I bring my arm down." It may take several matches to break the habit, but soon you will gain the confidence that the scorer's table will see your signals without you having to look at the scorer.
Practice in front of a mirror. That's the low-tech version. See how you appear each time you use a hand signal. Are your signals crisp and clear? Go through each sequence of signals as they might occur in a match. Stop the match. Start injury clock. Start blood clock. Start recovery clock. Those are four distinct signals. Pause between each one to allow the scorer's table to clearly understand what you are trying to convey.
Anticipate a flurry of points and practice how you would show points scored by both wrestlers. Green near fall, three points. Red reversal, two points. Out of bounds. Neutral position restart. Those are four distinct signals. One-handed signal with the left hand. One-handed signal with the right hand. Two handed signal to show out of bounds. Another two handed signal to show the neutral restart position. As you practice in the mirror, ask yourself, "Do I look professional? Am I sloppy?"
If you have the availability of a friend and a video camera, ask the friend to film a match or two. You might be surprised to see how others perceive you because now you see yourself as others see you. To make that filming more effective, have the friend do it at random intervals throughout an all-day tournament. That way, you'll never know when the camera is on you. | <urn:uuid:80a1a4f7-0d59-4f5d-a891-8c8e1682d345> | CC-MAIN-2018-51 | http://matref0.tripod.com/Articles/Communication_Begins_with_the_Right_Signals.pdf | 2018-12-18T20:05:23Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00287.warc.gz | 188,283,544 | 1,323 | eng_Latn | eng_Latn | 0.999299 | eng_Latn | 0.999337 | [
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Our challenge
These newly gained economic and social achievements of the region however hide major unevenness across the regional landscape. For instance poverty continues to remain a major development challenge particularly in South Asia. In fact, in 2015 this sub-region will have the largest number of people living in poverty in the entire world
A large portion of the increase in urban population of the region is absorbed in newly emerged towns and cities. However, many of these cities will have little urban management experience to deal with the problems created by swelling urban population or basic infrastructure on which they can build a more sophisticated systems or networks. The resulting consequence is not only haphazard growth but also scarcity of essential urban services the population require in order to maintain an acceptable standard of personal hygiene and public health and to engage in productive activities.
Earthquakes, landslides, floods and droughts are some of the most recurring disasters that strike the region. Urban vulnerability in Asian cities is on the rise. Some of the problems are basic: unplanned development, unregulated construction, lack of maintenance of public buildings, absence of guidelines for traditional buildings and poor design. Escalation in the construction cost combined with general inflation is eating away people's affordability and leading to unsound construction practices. Flawed building permit practices are diluting public responsibility on safety.
Urban environmental problems are many but the one that is less talked about is the safe disposal of domestic and industrial solid waste. The environmental consequences of open dumping and trench-method are well documented. And yet there has not been concerted effort to address the problem. Cities cite lack of capital and technical know-how as the two major hindrances, and yet they tend to favor capital-intensive solutions and high-tech incinerator over more natural treatment like the semiaerobic landfill known as Fukuoka Method. aerobic landfill known as Fukuoka Met
Physically underserved and with tenure frequently challenged the slum dwellers are the product of a planning system that is dysfunctional. Forty-six percent of the region's urban population live in slums, which accounts for almost half of the world's slum dwellers.
Home is not just a "roof over one's head". It is a symbol of warmth, security and identity. No matter where we live, home is part of what we are
Global Programmes Working in the Asia-Pacific Region
Safer Cities Programme
Risk and Disaster Management Unit (RDMU)
Gender Mainstreaming Unit
The Safer Cities Programme tackles one of the most fundamental aspects of city life and a critical component for sustainable social and economic development: the need to reduce crime, prevent violence and provide a safe environment. The programme supports the efforts of municipalities by building capacity at the city level to improve urban safety through crime prevention strategies that address the causes of crime, whilst involving all urban partners and stakeholders.
Water for Asian Cities Programme
The programme focuses on all aspects of demand management, economic, social, technical, legal, administrative and institutional. Priority being given to reduction of unaccounted for water; pricing and public-private relationships; equity in distribution of services; regulation and reallocation of resources. Priorities include the development of appropriate technological options; promoting public, private, NGO partnerships for scaling up sanitation process.
Sustainable Cities Programme (SCP)
The Sustainable Cities Programme (SCP) is a joint UNHABITAT/UNEP capacity-building and institutional strengthening facility, with the goal of ensuring environmentally sustainable local development fully realises the vital contributions that urban areas make to overall social and economic development. SCP promotes good environmental governance at all levels to support local and national partners adopt environmental planning management processes and integrate good practice into national policy.
Mandate & Mission
improvement to the lives of millions of people living in developing countries as well. However, the scale and nature of poverty has also undergone metamorphic change, so much that poverty continues to remain the single most challenge confronting the world. In Asia and the Pacific region alone, more than 650 million people live on one dollar a day or less. This accounts for 65% of the world's ultra poor, making the region one of the most poverty-stricken parts of the world. Rises in the number of internal conflicts continue to take a heavy toll on ordinary people, natural disasters exacerbated by urban growth and excessive human interference with the natural environment - are also occurring with greater ferocity, in the process retarding the pace of development. T he latter half of the 20th century saw unprecedent progress in all aspects of human welfare and security. The most visible sign of this progress has been rapid urbanisation accompanied by globalisation, bringing significant
The mission of UN-HABITAT is to promote socially and environmentally sustainable human settlements and adequate shelter for all. UN-HABITAT focuses on the following priority areas: a) Shelter and social services, b) Urban management, c) Environment and infrastructure and d) Assessment, monitoring and information.
Habitat Agenda
of urban poor, unemployment, status of women and suffering of children, are closely linked. T he Habitat Agenda addresses a range of human settlement development issues. The Agenda also recognizes that these issues and the critical social and economic problems of our time such as growing numbers of
Since 1996, Habitat has been monitoring and evaluating the implementation of the Habitat Agenda using a variety of tools, including best practices, urban indicators and statistics. Comprehensive analysis of human settlements conditions and trends and data on a wide array of urban issues are presented in UN-HABITAT's flagship publications: The Global Report on Human Settlements and State of the World's Cities Report published every two years.
The Disaster Management Programme operates under the Disaster, Post-Conflict and Safety Section, Urban Development Branch of UN-HABITAT. DMP was created to marshal the resources of UN-HABITAT and other international agencies to provide local government, civil society and the private sector with practical strategies for mitigating and recovering from conflicts and natural disasters in the context of human settlements.
Urban Management Programme (UMP)
In the fourth phase and almost two decades of its existence, the Urban Management Programme (UMP) is one of the largest global technical assistance programmes in the urban sector. The programme was designed to strengthen the capacity of urban local and national governments to enhance the contribution that cities and towns make toward poverty reduction, the improvement of environmental conditions and local governance, and the management of economic growth.
City Alliance - Cities Without Slums
The Cities Alliance was launched in 1999 with initial support from the World Bank and UN-HABITAT. Alliance partners have joined forces to expand the level of resources reaching the urban poor, by improving the coherence of effort among ongoing urban programmes, and by more directly linking grantfunded urban development cooperation with investment followup. Alliance committed to improve the living conditions of the urban poor through promoting City Development Strategies (CDS) and city-wide and nation-wide slum upgrading.
The objective is to ensure UN-HABITAT's effective implementation of its Gender Policy and to address the Habitat Agenda commitment to gender equality by promoting women's equal rights and women's empowerment internationally within the area of human settlements development; supporting governments, NGOs and other partners in capacity building and development in order to mainstream gender equality in human settlements development; mainstreaming a gender perspective throughout the Programme's activities.
Best Practices & Local Leadership Programme
The Best Practices and Local Leadership Programme (BLP) was established in 1997 in response to the call of the Habitat Agenda to make use of information and networking in support of its implementation. It is a global network of government agencies, local authorities and their associations, professional and academic institutions and grassroots organisations dedicated to the identification and exchange of successful solutions for sustainable development.
Project Cycle Project Cycle
Government
Request
PROJECT PREPARATION
PROJECT IMPLEMENTATION
NEED IDENTIFICATION
UN-HABITAT ROAP FUKUOKA
Mission to Define Needs
Discussion with Other Agencies
Problem Identification
Draft Project Document
Project Appraisal Committee
Project Approval
Signing
Office Establishment
Project Implementation
Monitoring
Evaluation
Terminal Reporting and Evaluation
Completion
of Project
Follow-up
Activities
UN Country
Office
Government
NGOs
Donors
Community
UN Country
Office
UN-HABITAT
Government
Donors
Government
Donors
Government
Project
Partners
Donors
Community
Global Urban Observatory
The Global Urban Observatory (GUO) addresses the urgent need to improve the world-wide base of urban knowledge by helping Governments, local authorities and organizations of the civil society develop and apply policy-oriented urban indicators, statistics and other urban information. The GUO monitors global progress in implementing the Habitat Agenda, and monitors and evaluates global urban conditions and trends. Current activities are based on the development of an integrated network of National and Local Urban Observatories.
Technical cooperation projects coordinated by the UN-HABITAT ROAP-Fukuoka are geographically spread from Iran in the west to the Pacific Islands in the east | <urn:uuid:fd0737fc-4fba-477b-9fba-73149756bdb5> | CC-MAIN-2018-51 | http://fukuoka.unhabitat.org/docs/hpress/pdf/ROAP2007-%20Pages_2-3.pdf | 2018-12-18T20:27:06Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00287.warc.gz | 115,402,512 | 1,825 | eng_Latn | eng_Latn | 0.994414 | eng_Latn | 0.994414 | [
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Checklists
for supply chain managers of National Antarctic Programmes for the reduction in risk of transfer of non-native species
Background
Non-native species are one of several major threats to biodiversity globally. They have already profoundly transformed the biodiversity of many sub-Antarctic islands, and are increasing in their prevalence in the Antarctic. Indeed, the threat of non-native species introductions has been identified as a priority Antarctic conservation concern by the Committee for Environmental Protection (CEP) within the Antarctic Treaty System. The Scientific Committee on Antarctic Research (SCAR) and the Council of Managers of National Antarctic Programmes (COMNAP) are working with the CEP to reduce the threats posed by non-native introductions to the Antarctic region.
Globally, experience has shown that prevention of the introduction of non-native species is the most appropriate means of reducing the risks posed by them: if the species are not introduced they cannot go on to colonize an area and have an impact. Recent work, including that of the 'Aliens in Antarctica' project undertaken during the International Polar Year, has identified the key pathways and vectors of nonnative species introduction into the region.
Based on this research, and operator experience and consideration of what immediate actions can be taken by operators to reduce the risk of transfer of non-native species to the Antarctic, the checklists set out here have been developed. This document suggests actions that for many operators, can readily be taken, outlines why the actions are recommended, and provides guidance on the relative importance of each action in terms of practicability and reduction of risk of non-native species transfer. The importance ranking, from one star being the lowest to three stars being the highest, is a general guide. Given the range of environments that exist in the Antarctic region, the high importance of an action may not necessarily apply to all areas of the Antarctic.
It does not address however, the specific reduction of risk of introduction of microbiota, nor the reduction in risk of transfer of diseases. As further information becomes available and as the practicability of procedures to reduce the risks of introduction of non-native species improves, so these checklists will evolve.
for ships
travelling to
Antarctica sent to Antarctic destinations
for stores supplying food to Antarctic destinations
Antarctic destinations for
aircraft travelling to
Antarctica
Action
Importance
Rat guards in place on
mooring lines
Gang plank lifted at
night or, if lowered, lit
with flood lights
External doors and
windows closed
whenever possible
Insect traps in place
in food storage areas
Old food removed
from food storage
areas at the end of
each voyage
Hold fumigated
Inside watercraft
cleaned
Hulls of watercraft
cleaned before
loading
for expeditioners' gear
Action
Importance
Supply new clothing
where possible
Supply clothing and
footwear not previously
used in polar or alpine
climates
Ensure all clothing and
footwear is washed
to remove organic
material
Visually check all bags,
footwear and clothing
(particularly socks
and over trousers) and
remove entrained seeds
Pay particular attention
to items with Velcro
®
Action
Importance
Designated clean area
for packing food
Packing area is
rodent-free, packaging
is rodent- proof
Flying and crawling
insect traps in place
Produce is free of soil
Quality checks on food
to ensure no insect
or fungal infestation
before loading
Refrigerate fresh
produce
Avoid sourcing out of
season produce
Action
Importance
Inside aircraft clean
Landing wheels
or skids clean
Doors closed
whenever possible
Lighting minimised
during night-time
loading
Insecticide available
in case insects etc.
are discovered in
flight
An information video outlining cleaning procedures can be found at: http://academic.sun.ac.za/cib/ video/Aliens_cleaning_video%202010.wmv
Action
Importance
Area surrounding
stores free from weedy
plants
Shipping containers
washed inside and out
Loose and palletised
cargo minimised
Wooden crates
and pallets meet
International Plant
Protection Commission
standards
Tracks and wheels of all
vehicles clean
Warehouse doors
closed where possible
Cargo stored inside
where possible
for stores supplying cargo
to | <urn:uuid:74538035-d489-4786-8f4a-a0db8f3cb71f> | CC-MAIN-2018-51 | https://www.comnap.aq/Shared%20Documents/checklistsposter.pdf | 2018-12-18T20:21:09Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00287.warc.gz | 878,437,724 | 909 | eng_Latn | eng_Latn | 0.995758 | eng_Latn | 0.995758 | [
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SAFE AND KIND
Learning Expectations
Full Day Kindergarten Program, Ministry of Education, Ontario
Personal and Social Development
1.1 recognize personal interests, strengths, and accomplishments
1.2 identify and talk about their own interests and preferences
1.3 express their thoughts and share experiences
3.1 develop empathy for others, and acknowledge and respond to each other's feelings
2.1 demonstrate selfreliance and a sense of responsibility
2.2 demonstrate a willingness to try new activities and adapt to new situations
2.3 demonstrate self motivation, initiative and confidence
2.4 begin to demonstrate selfcontrol
2.5 interact cooperatively with others in classroom events and activities
Language
1.2 listen and respond to others for a variety of purposes …
1.5 use language in various contexts to connect new experiences with what they already know
The Arts
M5.1 communicate their ideas about something through sounds, rhythms and music
Lesson Plans
Before Teaching the Song
1. Have a class discussion about feelings.
2. Have the students name some feelings and print them on chart paper.
3. Have students give examples for each feeling.
After Teaching the Song
1. As a class, make a list of all of the things the students can do unassisted.
2. Make up a book entitled "I Can Do It" for each student.
3. Have students fill in the pages of the book by drawing pictures of the things they can do.
4. Each page can have the sentence, "I can ______." The students then print the name of the activity they can do to accompany their drawings. | <urn:uuid:cecdd16c-14eb-424c-aeb2-969f9779c083> | CC-MAIN-2018-51 | http://www.mightymusicmakers.com/wp-content/uploads/2014/05/Learning-Expectations-Safe-and-KInd-.pdf | 2018-12-18T19:42:47Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00287.warc.gz | 443,703,918 | 601 | eng_Latn | eng_Latn | 0.993039 | eng_Latn | 0.993039 | [
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StoneBridge Community Church
Student Code of Conduct
On September 9, 2012, the youth group worked together to create a code that outlines the behavior expected of students at StoneBridge. This document is more than a list of rules; it is a covenant establishing the boundaries of our relationships between one another and flows out of our desire to be living sacrifices, set apart for God.
Therefore … (Student & parent, please initial & sign).
___ ___ Sexual, physical, verbal and emotional harassment will not be tolerated.
___ ___ Profane and obscene language and/or gestures will not be tolerated.
___ ___ To keep everyone safe, no illegal substances (including but not limited to tobacco, alcohol & drugs) are allowed on any youth event or site. Students may not show up under the influence of alcohol or drugs.
___ ___ Weapons are prohibited.
___ ___ Leaving during a youth event without checking with a leader is prohibited.
___ ___ Personal property and church property is to be treated with respect. Mistreatment or destruction of such property will not be tolerated. Students are expected to leave church vans clean following an event.
___ ___ Cell phones are not to be used during meeting times (unless otherwise allowed for specific off campus events). Cell phones must be turned off at all times and need to remain out of sight. Such items will be confiscated and returned to parents only.
___ ___ No excessive public displays of affection. In regards to PDA and interactions with others, whether same gender or opposite, exercise common sense, respect for others and God. Appropriate P.D.A. are handshakes, high fives, holding hands, hugs.
___ ___ Appropriate, modest dress is expected. No low cut shirts, tank tops, miniskirts or short shorts. No sagging pants. It is prohibited to wear any article of clothing that promotes in word or symbol, any of the following: drugs, alcohol, tobacco products, illegal substances or actions, violence, profanity or obscenity. As a consequence a student will be asked to remove the offending clothing or turn clothing inside out or go home to change clothing.
___ ___ When on an off campus youth event, pre-established meeting times and places must be respected. If not, students understand that they may be left behind with an adult chaperon and it will be the responsibility of that student’s parents to pick up.
___ ___ When camping or on retreats, male students may not be inside female students living quarters and vice versa.
___ ___ A positive attitude, an accepting attitude of others and a willingness to participate are expected when participating in youth events.
___ ___ For everyone’s benefit, students understand youth leaders are expected to abide by and enforce this code of conduct.
___ ___ If a student violates any or part of the Student Code of Conduct, corrective action will take place. Corrective action may take various forms- from a verbal reproach, pastoral counsel, pastor/family consultation, temporary or permanent removal from youth events- depending on the specific nature and circumstances of the offense and the extent of harm.
I, as a STUDENT participant have read and agree to these guidelines.
___________________________Signature____________________date
I, as the PARENT/GUARDIAN of this student participant, have read and agree to these guidelines for my teen.
___________________________Signature____________________date | <urn:uuid:ac6c7fbd-773f-44ad-aa21-a3848a146fd3> | CC-MAIN-2018-51 | https://s3.amazonaws.com/media.cloversites.com/5d/5dc04a83-2ae6-4a3c-a956-f3daaead1862/documents/student-code-of-conduct.pdf | 2018-12-18T19:16:37Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00286.warc.gz | 713,359,584 | 674 | eng_Latn | eng_Latn | 0.995184 | eng_Latn | 0.995184 | [
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CARBOHYDRATES IN EQUINE DIETS
Carbohydrates have become very popular when talking about equine nutrition and health. However, many horse owners are concerned and confused when determining the adequate level of carbohydrates in horse's diets.
Carbohydrates in horse diets are provided from forages (hay and pasture), from supplements and from ingredients (oat, corn, barley, beet pulp, soybean meal, etc.). In general, carbohydrates can be classified in three categories; structural carbohydrates, nonfibre carbohydrates, and non-structural carbohydrates.
Structural Carbohydrates are those that are resistant to the horse's digestive enzymes. They make part of the cell wall in plants and include neutral detergent fibre (hemicelluloses, cellulose, and lignin). These carbohydrates are fermented by bacteria and protozoa in the hindgut and provide volatile fatty acids used as energy source for the horse.
Non-Fibre Carbohydrates (NFC) are made up of organic acids, starch, sugars, oligosaccharides, polysaccharides, beta glucans, galactans, pectins and gums. NFC is calculated by difference (100-Water-Ash-Fat-Protein-NDF). They are generally more rapidly digested than fiber.
Non-Structural Carbohydrates (NSC) is the combination of total sugars (water soluble carbohydrates) and starch. Water soluble carbohydrates (WSC) are all monosacharides (glucose, fructose, galactose), disaccharides (sucrose), oligosaccharides (fructans) and some polysaccharides. Ethanol soluble carbohydrates (ESC – mono- and di-saccharides) are part of WSC. Not all NSC are digested in the same part of the gastrointestinal tract in the horse. Simple sugars (ESC) and starch can be broken down by enzymes and absorbed from the small intestine as glucose, which is stored as glycogen in the muscles and in the liver and serves as source of energy. Fructans, which are commonly found in cool-season grasses (timothy, orchard grass, brome, and ryegrass) and hays, are fermented by bacteria and protozoa in the hindgut to produce volatile fatty acids. Thus, excess of high-sugar type feeds or high levels of fructans can upset the normal population of bacteria and protozoa affecting animal performance and health.
Because horses cannot tolerate large intakes of NSC in one meal, they must be controlled in the diet.
EFFECTS OF HIGH NSC IN HORSE DIETS
It has been shown that excessive amounts of sugar and starch from feeding too much grain and concentrate or excessive consumption of fructans from pasture cause serious complications such as laminitis, colic and insulin resistance in horses.
When horses eat sugar and starch, and it is absorbed in the stomach and intestines as glucose, they also release insulin from the pancreas to help the uptake of glucose from the blood into cells where it is used and stored. If consistent high levels of sugar and starch are fed, the level of insulin rise and may not function properly to regulate glucose leading to high levels of glucose in the blood. This condition of not responding to insulin by the horse is called insulin resistance which can also result in laminitis. High levels of insulin could cause a decrease in blood flow to the hoof or avoid the uptake of blood sugar into the laminae of the foot.
The microorganisms responsible for fermentation in the hindgut are sensitive to changes in the diet. When excess of sugar passes from the small intestine to the hindgut or when excessive fructans arrives at the hindgut, abrupt changes occur to the normal population of bacteria and protozoa promoting the development of acidophilic microorganisms that affect the balance of the fibre-digesting microbial population. Thus, the hindgut turns more acidic (lactic acid build up) and gas is produced by bacterial fermentation. The horse is incapable of belching, so the result may be colic, whereas the lactic acid accumulation drops the pH of the gut to a point that most normal prevalent bacteria die, releasing endotoxins into the gut which are absorbed into the bloodstream and lead to laminitis.
There are other metabolic conditions that are very sensitive to sugar and starch levels in the feed and will not be discussed here such as Gastric Ulcers, Cushings Disease, Equine Metabolic Syndrome, Osteochondritis dissecans (OCD), "Tying-up" syndromes like Polysaccharide Storage Myopathy and Exertional Rhabdomyolysis.
GOOD FEEDING PRACTICES
Proper formulation of diets for horses depends on the adequate knowledge of their nutrient requirements, and whether it is exercising, pregnant, or lactating. However, the correct level of NSC to be fed to horses has not been defined and even the Nutritional Requirements of Horses published by the National Research Council (NRC) does not provide a definitive value of the NSC content on individual feeds or forages. What has been recognized is that horses can be sensitive to high levels of sugar and starch and that the NSC levels in the feed should be measured. This sensitivity is related to the fact that horses cannot tolerate large intakes of NSC in one meal and that feeding horses small amounts of high sugar/starch feeds (grains and concentrates) in frequent feedings is highly recommended. What it really matters is the total amount of NSC that enters the digestive system at one time.
Some of the questions to be answered to determine the adequate level of NSC in equine diets are: Is the horse healthy, sensitive to metabolic disorders, or diagnosed with a syndrome? What's the stage of development of the horse? What are the specific requirements for that horse and how much he needs to eat per day? What are the best ingredients in the diet for this particular horse?
Recommended levels of NSC in the diet can go from below 12% for sensitive horses up to 20%, provided that the level of exercise is high and an adequate energy balance is maintained. Diets with high levels of NSC in under working horses are the major factors contributing to horse ill health.
Studies have shown that feeding no more than about 0.5% of a horse's bodyweight of grain in one meal will reduce the risk of grain overload into the horse's hindgut, therefore reducing the risk of colic or laminitis.
SGS AgriFood Laboratories in Guelph offers the Equine Complete quality package for Hay which includes all nutritional information required to ensure a balanced and productive horse diet. | <urn:uuid:8af91f0d-c0e4-4334-952b-f47134537465> | CC-MAIN-2018-51 | http://agrifoodlaboratories.com/articles/2014/carbohydratesinequinediets.pdf | 2018-12-18T19:39:40Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00289.warc.gz | 13,258,546 | 1,370 | eng_Latn | eng_Latn | 0.997239 | eng_Latn | 0.997374 | [
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Innovation for Education
Raising performance in K – 12 schools
2
Helping students excel
Developing young minds deserve the best possible learning environment. Students perform better in schools that are comfortable, quiet, properly ventilated and well lit. Children demonstrate this fact in classrooms every day. And it is proven by research time and time again.
The U.S. Environmental Protection Agency cites a number of critical outcomes that are achieved when schools adopt best practices in school design and maintenance, including the following:
* Higher test scores
* Increased average daily attendance
* Lower operational costs
* Improved teacher satisfaction and retention 1
Trane® helps school systems around the U.S. create the indoor environment that is essential to learning. Through our technology and expertise, you can unlock your school building's full potential, resulting in greater comfort for students and staff, higher energy efficiency and lower operating costs.
Engaging students
Using energy wisely is everyone's responsibility — even kids can make a difference! Trane energy education programs engage students and teachers in your district's sustainability objectives.
The BTU Crew ™
Energy dashboard
Students learn about energy: what energy really is and things they can do to conserve energy at school and at home. The BTU Crew introduces students to careers in science, technology, engineering and math (STEM) that can make a positive contribution to the environment. The curriculum can be customized to meet local needs and adapted for older or younger students.
A fun, visually impactful and easy-to-use online tool brings the concepts of energy efficiency and sustainability into the classroom. Students learn about the dynamics of energy by getting involved in the design of dashboard metrics, then tracking results toward energy and carbon footprint goals.
3
Improving student performance
There's no smarter, more far-reaching investment than one made for our children. The ability to manage temperature, humidity, air quality and sound levels pays off for schools and their communities today and well into the future.
The ramifications for schools lacking good indoor air quality are well documented:
* Poor indoor air quality (IAQ) has been linked to reduced teacher and student performance, short- and long-term health problems and low staff retention. 2
* Students and teachers struggle when they're distracted by poor acoustics, glare, mildew, lack of fresh air and temperatures that are too hot or cold. 3
Fortunately, the opposite is also true. When students are able to work in a comfortable environment with an ample supply of outdoor air, their speed and accuracy on numerous learning tasks is significantly improved. 4 For this reason, consider the positive impact on air quality that can be achieved through Trane technology and service solutions.
2. "Market Sector Snapshot: K-12 Schools," ESOURCE Report, March 2008.
3. Lawrence Berkeley National Laboratory, "Do Indoor Enviroments in Schools Influence Student Performance?" 2006
4. Source for HVAC experiments: 1) EFA. 2001. "Indoor air pollution in schools." Helsinki: European Federation of Asthma and Allergy Associations. 2) Wargocki, P., and D.P. Wyon. 2006. "The effects of outdoor air supply rate and supply air filter condition in classrooms on the performance of schoolwork."
4
Assure proper ventilation
Schools pose greater potential for poor air quality than most other indoor environments. They contain numerous pollution sources — lab chemicals, cleaning supplies, chalk dust and mold — and they average four times greater occupant density than a typical office building. 5
Maintain ideal temperature and humidity levels
Studies confirm that the ideal temperature range for effective learning in reading and mathematics is between 68 and 74 degrees Fahrenheit. Trane® advanced controls provide facility managers with scalable building automation solutions for centralized control of one building or the entire school district — ensuring that optimal control of temperature and humidity levels for every classroom is at your fingertips.
Improve acoustics
Sound management is particularly important in schools. The ability to hear teaching instruction is, of course, vital to learning. Yet as many as a third of all students miss up to 33 percent of the oral communication in the classroom. 7 In addition, poor acoustics exacerbate pre-existing obstacles such as learning disabilities, impaired hearing or struggling to learn in a non-native language. 8 The maximum permissible background sound level for "typical" classrooms is 35 dBA according to both the American National Standards Institute (ANSI) and the Acoustical Society of America (ASA). Yet there is considerable evidence that background noise varies widely from classroom to classroom and from school to school — regardless of building age or location.
Trane helps schools achieve the right acoustical levels because acoustical performance is a key consideration in everything we build. Trane not only offers the quietest equipment, Trane Acoustical Program (TAP ™ ) also simplifies the acoustics design process for engineers by comparing the sound levels of various HVAC system and construction options.
5. Student Health and Academic Performance: Quick Reference Guide, EPA, November 2012.
6. Earthman, G., "School Facility Conditions and Student Academic Achievement." UCLA Institute for Democracy Education & Access, 2002.
7. "Effects of classroom acoustics on performance and well-being in elementary school children: A field study," M. Klatte, J. Hellbruck; June 2010.
8. Nelson and S. Soli, "Acoustical Barriers to Learning: Children at Risk in Every Classroom," Language, Speech and Hearing Services in Schools, 2000.
Clean air technology
The Trane Catalytic Air Cleaning System ™ improves indoor air quality through an innovative blend of three technologies: filtration, germ-killing ultraviolet light and a photo catalytic oxidation process. Dust, particles, odors, VOCs, viruses and bacteria are virtually eliminated.
A Trane Stealth ™ air cooled chiller delivers the highest efficiencies and the lowest published sound levels in the industry, making it the perfect choice to help schools across the country impact learning through noise reduction. This creates a quieter facility for those in the neighborhood, while making a positive impact on the bottom line.
5
5
6
Helping the bottom line
Trane® is dedicated to making schools better places to learn and creating buildings that are healthy, comfortable and efficient.
As your complete energy solutions partner, our main focus is to help you reach your goals. The Trane Building Advantage ™ portfolio of solutions combines technology and energy services that together offer schools the expertise you can count on to help alleviate budgetary concerns.
Energy services partner
Calculate the savings
Through Trane Building Advantage, our building professionals utilize advanced building management systems and service expertise to enhance energy management and create a more comfortable school building. We provide an ongoing partnership that identifies goals based on your needs and budget, and offers scalable solutions that deliver the level of service and support you require, targeted recommendations, implementation expertise, and validation of results to give you proof that your system is impacting the bottom line.
Simplified procurement
Our contract with cooperative purchasing alliance U.S. Communities ™ enables us to offer our HVAC systems, advanced controls, building contracting and energy services while satisfying competitive bid requirements for most state and local government agencies. This provides your school with the opportunity to get the best system for your needs long term, not simply the lowest-cost option today.
Removing financial barriers
Trane can help school districts take advantage of financing options required to implement much-needed HVAC upgrades and other energy conservation measures with minimal capital investment. As the improvements bring in the projected energy cost savings, the new equipment can pay for itself. This is how Trane has helped schools achieve over a billion dollars in operating improvements over the years.
The energy conservation measures (ECMs) Trane recommends — and the resulting financial benefits — will be unique to your district and based on the condition of your buildings. In general, Trane has found that implementing upgrades to achieve performance improvements typically yields the following energy savings:
Making schools better
Help your school building pass the test today and tomorrow.
America's schools waste 25 to 30 percent of the energy they consume. 9 Fortunately, the data that's being generated by your building controls provides a true indicator of whether or not your facility is among those wasting energy. In fact, Trane building professionals can transform this data into actionable insights that will optimize your building's performance and impact your bottom line through reduced utility costs. Data captured using Trane controls is the enabler to a host of performance-based services. And it's how you can make smart investment decisions that enhance your school operations — decisions that pay off as you create an environment that is healthier for students, easier on the environment and better for learning.
Learn more …
Visit Trane.com/k12schools or contact your Trane account manager.
9. Gregory Kats, "Greening America's Schools Costs and Benefits," October 2006.
7
Scan the code or visit Trane.com/K12schools to learn more.
Ingersoll Rand (NYSE:IR) advances the quality of life by creating comfortable, sustainable and efficient environments. Our people and our family of brands—including Club Car®, Ingersoll Rand®, Thermo King® and Trane®—work together to enhance the quality and comfort of air in homes and buildings; transport and protect food and perishables; and increase industrial productivity and efficiency. We are a $13 billion global business committed to a world of sustainable progress and enduring results.
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© 2016 Trane All Rights Reserved. EDU-SLB032-EN
September 1, 2016
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Biology Syllabus and Calendar Fall 2018
Class supplies include:
Text: Exploring Creation with Biology by Jay Wile
Three-ring binder for class notes and other handouts
Notebook paper
Writing utensil
Microscopes and related supplies are provided by Tri-County
Week of August 27 th
Due on Friday: "Roots" homework. Look up each root and record the meaning on the chart. Check with key and then memorize the meaning for a quiz.
Begin Module 1 – Read pages 1-7 (up to all forms reproduce)
Read pages 7-15
Read pages 15-24 – Study for Quiz
Friday, August 31
Classification Project
Do Experiment 1.1 in class
Quiz on Roots
Discuss other Projects for the Year
Week of September 3 rd
Happy Labor Day! Enjoy!
Finish Experiment 1.1
Read pages 27-32 and begin Module 1 Study Guide
Complete Study Guide for Module 1
Study and take Module 1 test
Friday, September 7
Introduction to the Microscopes
Do experiment 1.2 in class
5-12 C
o- op
Co-op
Week of September 10 th
Begin Module 2 – Read pages 37-41
Read pages 41-47
Read pages 47-53
Friday, September 14 - Optional Pond Life Experience 2:00-4:00 p.m. Location: TBD If you come, we will prepare Experiment 2.1 Part A together at a lake. If you don't come, prepare Experiment 2.1 Part A on your own.
Week of September 17 th
Read pages 53-58
Read pages 58-62
Begin Module 2 Study Guide
Complete Study Guide for Module 2
Please read over Experiments 2.2 and 3.1
Friday, September 21
Pond Life Experiments 2.2 and 3.1
Week of September 24
th
Create LLD for Module 2
Study and take Module 2 Test
Begin Module 3 – Read pages 67-73
Friday, September 28 - Optional Basidiomycota Field Trip 2:00 - 4:00 p.m.
Meet at Forest Park Nature Center for hiking.
Week of October 1 st
Read pages 74 – top of 80
Read pages 80-86
Read pages 87-92
Prepare mold samples for Friday, October 5. See page 97 "NOTE" on how to prepare.
Friday, October 5
Co-op
Experiment 3.2 and 3.3
Co-op
Week of October 8 th
Complete lab report from Experiment 3.2 and 3.3.
Make 3"x5" card drawings/comics of Protists.
Begin Module 3 Study Guide
Complete Study Guide for Module 3
Study and take Module 3 Test
Begin Module 4 – Read pages 97-101
Please read over Experiments 4.2 and 4.3
Friday, October 12
Experiment 4.2 and 4.3 *Bring your moldy bread!
Week of October 15 th
Complete lab report from 4.2 and 4.3
Read pages 101-108
Read pages 109-114
Read pages 115-120
Complete Study Guide for Module 4
Study and take Module 4 Test
Friday, October 19
The Chemistry in Biology Experiments with Acids and Bases
Week of October 22 nd
Begin Module 5 – read pages 125-131
5-12 Co-op
Co-op
Read pages 132-140 – Watch videos on diffusion and osmosis http://highered.mheducation .co m/sites/0072495855/student_view0/chapter2/animation_ _how_diffusion_works.html
http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation_ _how_osmosis_works.html
Do Experiments 5.1 and 5.2 on your own. (Experiment 5.3 is optional!)
Read pages 140-149
Week of October 29 th
Read pages 149-156
Complete Study Guide for Module 5
Study and take Module 5 Test
Work on plant and animal cell sheets
Please read over experiments 6.1 and 6.2
Friday, November 2
The Cell- Part 1
Experiment 6.1 and 6.2
Week of November 5 th
Complete lab report on 6.1 and 6.2
Read pages 161-167
Read pages 168-175
Read pages 176-181
Read pages 182-186
Friday, November 9
The Cell- Part 2
Cellular Respiration Experience
DNA Exploration
Week of November 12 th
Read pages 186-189
Work on vocabulary page 193
Complete Study Guide for Module 6
Study and take Module 6 Test
Work on Incredible Edible Cell Project
Friday, November 16
Co-op
The Cell- Part 3
The Incredible Edible Cell Project Due - Presentations in Class
Co-op
5-12 Co-op
Week of November 19 th
Begin Module 7 – Read pages 195-204
Read pages 205-211
Happy Thanksgiving!
Use a day this week as a catch up day or a break from Module 6! You made it!
Week of November 26 th
Read pages 211-218
Read pages 218-222
Work on Vocabulary page 225
Complete Study Guide for Module 7
Study and take Module 7 Test
Monday, December 3 Co-op
Experiment 7.1 and 7.2
Before Christmas Break Complete Module 8. Here's a way to break it down.
Week of December 3 rd
Begin Module 8 – Read pages 227-233
Read pages 233-241
Read pages 242-249
Week of December 10 th
Read pages 250-256
Complete Study Guide for Module 8
Study and take Module 8 Test
Friday, December 14, 2016 Optional Mendelian Genetics Study Group Details TBA | <urn:uuid:e5a36749-20a3-4dcf-b280-76084baf5913> | CC-MAIN-2018-51 | http://enrichmentcoop.org/resources/2018_Fall_-_HS_biology_syllabus.pdf | 2018-12-18T18:48:20Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00289.warc.gz | 90,743,359 | 1,337 | eng_Latn | eng_Latn | 0.84969 | eng_Latn | 0.874248 | [
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2012 World City Cup
Abacus, Mental Arithmetic & Mathematics Competition
Objectives:
We promote appreciation for abacus and its rich culture in Chinese heritage through this Abacus, Mental Arithmetic, and Mathematics competition, during which we hope to achieve the following:
(1)Share teaching and learning experiences across the network of mental math educators and students
(2)Expand the skills of our youth
(3)Encourage cultural exchanges and foster friendship amongst members from the world's cities
Date: August 1- 3, 2012
Location: Japan - Gunma, Juraku hotel
Sponsor: Soroban League for GunmaR, Japan
Competing Teams and Groups:
(1)Competing teams:
a. District A Representatives: Taiwan, China, Japan, Korea, Malaysia and other regional cities
b. District B Representatives: USA, Hong Kong, Macau, Singapore, India, Canada and other regional cities
(2)Groups within each competing team:
a. Grades 1-6
i. Kindergarten students are placed in Grade 1
b. Grades 7-10
c. Grade 10 and above
Registration:
(1)Eligibility: All abacus and mental arithmetic students
(2)Registration period: Now to May 23, 2012
(3)Application and fee: As detailed in the application form and supplement documents
Awards:
Individual Recognition
(1) Champion Award: awarded to the competitor with the highest score from each grade level
(2) Gold medal: awarded to the top 30% of competitors in each grade level per participating team
(3) Silver medal: awarded to the competitors in each grade level per participating team, excluding Champion Award and Gold Medal recipients.
Outstanding Competitor Award
Awarded to the competitor who is highest-performing in all competition categories
Best Instructor Award
Awarded to the instructors of Champion Award recipients
Competition content and criteria were agreed upon and established by the event organizers. If a need for change arises, discussion shall be conducted and agreement to modify competition specifics must be reached prior to the competition.
Grading Criteria:
Please follow the rules when answering your questions. No score is given for any violation of these rules:
Abacus and Mental Arithmetic:
a. Write your answers with Arabic numbers clearly. Unclear or ambiguous writing is counted as invalid.
b. No matter whether the answer is correct or not, a question with two or more answers is void.
c. Use a "comma (,)" to separate every third digit in a whole number which has 3 or more digits. Example: 5,384,200
d. Write two "zeros" or a "dash (-)" (also called hyphen or minus) after the "decimal point (.)" if it is a "monetary ($)" question. Examples: $4,832.00 or $4,832.
e. Draw "double lines" to cross out entire numbers if you discover a mistake. Then write the correct answer under, or next to it. DO NOT USE an eraser or correction fluid to cover the wrong answer or to make a partial correction. Examples: $34.78 $34.79 (valid); $34.78 $34.79 (invalid)
f. Answers must be written on the assigned space or answer sheet.
g. For the Multiplication and Division of the Abacus in Group A, the $ Monetary calculations round to the second place after the decimal point; the Non- $ Monetary calculations round to the fifth place after the decimal point.
Mathematics:
a. Write your answers on the assigned space on the answer sheet. No score is given for violating this rule, nor will scores be given for answers given on scratch paper.
b. Besides the answer sheet, a blank piece of paper will be provided for use as scratch paper.
c. If a question has two answers, then no score will be given.
d. You may use the abacus as a calculating tool. Calculators are not allowed.
.
Group
2012 World City Cup
Abacus, Mental Arithmetic & Mathematics Competition (Appendix A: Contents of Group, Event, and Degree)
Item
Contents of Degree
# of Scor Time
| A | I Mental Arithmetic | Multiplication | Questions for 4-, 5-, 6- and 7-digit whole numbers Examples: (25 questions for each) 2 digits × 2 digits = , 3 digits × 2 digits = , 3 digits × 3 digits = , 4 digits × 3 digits = | 100 | 100 | 3 minutes |
|---|---|---|---|---|---|---|
| | | Division | Questions for 4-, 5-, 6- and 7-digit whole numbers Examples: (25 questions for each) 4 digits ÷ 2 digits = 2 digits, 5 digits ÷ 3 digits = 2 digits, 6 digits ÷ 3 digits = 3 digits, 7 digits ÷ 4 digits = 3 digits | 100 | 100 | 3 minutes |
| | | Addition & Subtraction | $ Monetary questions for ten 3-digit numbers, ten 3- and 4- digit numbers, ten 4-digit numbers, ten 4- and 5-digit numbers, and ten 6-digit numbers (10 questions for each) | 50 | 100 | 3 minutes |
| | II Abacus | Multiplication | Questions for 6- and 7-digit whole numbers; $ Monetary, non-monetary and mixed decimal questions for 8- and 9-digits numbers Examples: (5 questions for each) 3 digits x 3 digits = , 3 digits x 4 digits = (Whole number questions) 4 digits x 4 digits = , 4 digits x 5 digits = ($ Monetary, non- monetary and mixed decimal questions) | 20 | 100 | 6 minutes |
| | | Division | Questions for 5- and 6-digit whole numbers $ Monetary, non-monetary and mixed decimal questions for 7-, 8- and 9-digits numbers Examples: (5 questions for each) 5 digits ÷ 2 digits = 3 digits , 6 digits ÷ 3 digits = 3 digits, 7 digits ÷ 3 digits = 4 digits, 8 digits ÷ 3 digits = 5 digits | 20 | 100 | |
| | | Addition & Subtraction | $ Monetary questions for ten 6- and 7-digit mixed decimal; $ Monetary questions for ten 7- and 8-digit mixed decimal (5 questions for each) | 10 | 100 | |
| | III Mathematics | Multiple Choice | The questions for each grade rest on the standards which the contestants learned in various cities. | 15 | 150 | 15 minutes |
| | | Fill Blanks | | 15 | 150 | |
| B | I Mental Arithmetic | Multiplication | 2 digits x 1 digit = , 3 digits x 1 digit = Whole numbers questions (25 questions for each) | 50 | 100 | 3 minutes |
| | | Division | 3 digits ÷ 1digit = 2 digits, 4 digits ÷ 1 digit = 3 digits Whole numbers questions (25 questions for each) | 50 | 100 | 3 minutes |
| | | Addition & Subtraction | Five 2-digit numbers (20 questions), six 2-digit numbers (10 questions) Seven 2-digit numbers (10 questions), eight 2-digit numbers (10 questions) | 50 | 100 | 3 minutes |
| | II Abacus | Multiplication | Questions for 4-, 5-, 6- and 7-digit whole numbers Examples: (5 questions for each) 2digits x 2 digits = , 2 digits x 3 digits = , 3digits x 3 digits = 4 digits x 3 digits = , Whole number questions | 20 | 100 | 6 minutes |
| | | Division | Questions for 4-, 5-, and 6-digit whole numbers Examples: 4 digits ÷ 2 digits = 2 digits (10 questions) 5 digits ÷ 2 digits = 3 digits & 5 digits ÷ 3 digits = 3 digits (5 questions) 6 digits ÷ 3 digits = 3 digits & 6 digits ÷ 4 digits = 2 digits (5 questions) | 20 | 100 | |
| | | Addition & Subtraction | $ Monetary questions for ten 2-4 digits mixed decimals (5 questions) $ Monetary questions for ten 3- and 4-digit mixed decimals (5 questions) | 10 | 100 | |
| | III Mathematics | Multiple Choice | The questions for each grade rest on the standards which the contestants learned in various cities. | 15 | 150 | 15 minutes |
| | | Fill Blanks | | 15 | 150 | |
. | <urn:uuid:84c02ed3-530f-49df-b9a1-7fe9b02f044b> | CC-MAIN-2018-51 | http://caaa-abacus.org/world/2012/WCC_rule.pdf | 2018-12-18T19:44:40Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00289.warc.gz | 46,102,631 | 1,929 | eng_Latn | eng_Latn | 0.817125 | eng_Latn | 0.995333 | [
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State Assessment: Nebraska StudentCentered Assessment System (NSCAS)
New NSCAS Summative assessment measures student performance
Takes less time, reveals deeper information, and helps address learning roadblocks
This school year, the Nebraska Student‐Centered Assessment System (NSCAS) Summative assessment replaces the Nebraska School Accountability (NeSA) tests in:
* English language arts and math for grades 3–8
* Science for grades 5 and 8
This new, computer‐adaptive culminating assessment measures student performance against Nebraska's content area standards, showing how learning compares to expectations.
The NSCAS (pronounced, "en‐skass") Summative assessment adapts dynamically based on each student's ability and includes innovative, interactive question formats that engage students and enable them to demonstrate higher order thinking. As a result, it will take less time for students to complete and will provide deeper information about what they know.
Students of all abilities will be able to participate via accommodations and the NSCAS Alternate assessment.
Results from the spring 2018 administration will be available in the fall of 2018. Starting in 2019, results will be available shortly after the close of the testing window, giving parents and educators valuable information about student performance ahead of the next school year.
Each elementary building and the middle school has established the testing schedule within the testing window provided by the state.
Don't forget to make sure your child(ren) get a good night's rest, eat breakfast on the day of the assessment, and stay positive!
The dates of testing for Sunset Hills are as follows:
Grade 3
English: 3/27/18, 9:00AM
Math: 4/10/18, 9:00AM
Grade 4: Assman
English: 3/28/18, 9:00AM
Math: 4/12/18, 9:00AM
Grade 4: Ashley‐Carnes
English: 3/29/18, 9:00AM
Math: 4/11/18, 9:00AM
Grade 5
Math: 4/10/18, 1:15PM
English: 4/17/18, 10:15AM
Science: 4/24/18, 1:15PM
Grade 6
Math: 4/12/18, 1:15PM
English: 4/18/18, 10:15AM | <urn:uuid:1b1d7700-f637-4e90-bc03-e015ba2e27a5> | CC-MAIN-2018-51 | http://sunsethills.westside66.org/wp-content/uploads/2018/03/NSCAS-Web-page-information.pdf | 2018-12-18T20:25:48Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00289.warc.gz | 263,891,236 | 767 | eng_Latn | eng_Latn | 0.992188 | eng_Latn | 0.992188 | [
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TheRevisionGuide.com
Accelerating your potential…
Economics Revision
AS Economics Supply
Notes by: Apsara Sumanasiri
Student Name : ……………………………………………
Date: …………………….
TheRevisionGuide® (www.TheRevisionGuide.com) is a free online resource for Economics and Business Studies.
Don't forget to visit our website as part of your revision.
Shape of the Supply Curve
It slopes upwards for two reasons:
1) Rising prices provide an incentive for firms to produce higher quantities.
2) Law of Diminishing Returns – production costs are higher as higher quantities are produced so producers need to charge consumers more.
Movement along the Supply Curve
Increased P Increased S : expansion/extension of supply.
Decreased P Decreased S : contraction of supply.
Shifts in the Supply Curve
Shift outwards – increase in supply.
Shift inwards – decrease in supply.
Non price determinants of supply cause shifts:
1) Production Costs – increased costs lead to decreased supply and an inward shift.
2) Technology – new technology leads to increased efficiency and decreased costs of production – outward shift in the S curve.
3) Indirect Taxation – increase production costs and decrease supply – specific tax (fixed amount per unit) and ad valorem tax (percentage of total price e.g. VAT.
4) Subsidies – decrease costs of production – increase S.
5) Producer Cartels – group together to control P and Q of a good – illegal in the UK. E.g. OPEC (organisation of petroleum exporting countries) can increase or decrease S to control P – HOWEVER only possible to increase supply if there are more reserves.
Price Elasticity of Supply (PES)
PES is the responsiveness of the supply of a good to a change in price. The value of PES is usually positive.
- If PES > 1 the good is price elastic.
- If PES < 1 the good is price inelastic.
- If PES = 1 the good is unit elastic.
- If PES = the good is perfectly elastic.
- If PES = 0 the good is perfectly inelastic.
Factors affecting PES:
1) Time Scale:
- Short term after a price rise – price elasticity of supply is low – can't quickly increase supply.
- Long term – more price elastic – increasing supply more easily.
True at any point where a supplier is unable to respond to a higher price.
2) Spare Capacity:
- If there are spare resources – supply can be raised to meet an unexpected increase in demand e.g. paying workers to work overtime, therefore PES is higher.
- Firm/industry operating at full capacity – supply is inelastic.
- Recession – lots of spare/unemployed resources – S can be increased more easily.
3) Stocks of raw materials/components/finished products:
- High levels of stocks – firms can increase supply quickly – PES is higher.
- If a good is perishable, e.g. flowers, it can't be stocked for long therefore supply is more inelastic.
4) Factor Substitutability:
- Firm can increase supply by converting factors of production towards the output where P is rising.
- May take time – some factors are more flexible than others, making PES for them higher.
5) Ease of entry into an industry:
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Why would an urban design or regeneration professional pay a novelist, scriptwriter or poet to support the process of place making? Sarah Butler explains
The words on the
The 2007 report A sense of place, by the Commission for Architecture and the Built Environment (Cabe), states that people 'like homes in developments with character that create a sense of place', but signals that a high proportion of people living on new developments feel they lack just that. People want to live in or visit places that are unique, places that offer up surprises and possibilities. One way of achieving this is finding ways to make connections between the past, present and the future of a place.
Learning Curve is a New Start
resource to help share knowledge of initiatives and approaches that have worked well in regeneration and economic development. If you would like to submit an article or have an idea for this section, please email email@example.com or call 0114 281 6133.
22 18 july 2008 new start
An area's physical, social and cultural heritage, its ecology and its future offer rich seams that can be explored creatively. Writers can work with communities to uncover and even create a unique sense of place which can be embedded into the fabric of a development. Such work helps bring communities and individuals on board with change and fosters a sense of ownership and pride which contributes to the continuing success of a place.
Urban Words, a literature consultancy, has spent the last two years researching and considering the role creative writing can play in the process of regeneration. This month we launched a web resource (www.urbanwords.org.uk/aplaceforwords) which showcases critical thinking and best practice in this field. We propose three principal ways in which creative writers can make a positive contribution to the process of urban change and renewal:
■
by helping to create or uncover a sense of place
■
by consulting creatively and effectively with communities
■ by finding ways to communicate the complexities of urban change
Creating a sense of place
The poet, Amanda White, worked alongside public artist, Michael Fairfax, on a regeneration project in the village of Tintagel in Cornwall. The project created a new public space in what had been a car park, and aimed to create links between the village and the area's main tourist attraction, Tintagel Castle.
Her work encompassed creating a picture book about a newly created local legend with primary school children, and writing a piece of work to form a wall of words in the new public space. The poem was written through walks, conversations and workshops with local residents. Amanda's mission was not to articulate her own response to Tintagel, but to somehow encapsulate the voices of the village's residents. This was not writing by committee, but it was about the writer using her www.newstartmag.co.uk
skills and experience to find a way of speaking for the place and its people.
Individual stanzas of the poem Amanda wrote in collaboration with the residents were engraved onto 'touchstones' made from local slate which formed a circular walk linking the village to its main tourist attraction, Tintagel Castle. The touchstones are in the places that directly inspired the words. Many of these contain information about the area's ecology and history:
Courting down't Gilla adders meet
amidst the tab mawn lover’s end
This stanza is placed at the corner of a field which is historically a place where lovers have come to court, and a place where adders are likely to be spotted. The poem also uses the Cornish name for Sea Daisy: tab mawn, and in doing so celebrates and preserves the local dialect.
The key reasons for the success of this project were:
■ Strong project management by North Cornwall Arts, which brokered relationships between the artists, community and builders
■ Appointment of a writer with appropriate community engagement skills
■ Clear project brief and aims
Creative consultation
Creative consultation is becoming an increasingly popular way to engage communities and individuals who are reluctant or unable to respond to traditional consultation techniques. Working in a medium familiar to all, writers can turn messy, complicated issues into tight forms, dense with meaning, which can become a powerful, transportable medium able to take the voices of the people directly affected by a process of regeneration to the people making the decisions.
street
In 2000, writer and architect Paul Shepheard, visual artist Martin Richman, and landscape architects Gross Max, ran a project to consult local young people in Hackney Wick, east London about their relationship to their area and their aspirations for a new park. The project was part of a five-year arts programme aiming to engage local residents with the regeneration of the area (commissioned by Hackney Wick SRB).
Paul worked with two local schools and created a long poem born out of his conversations with the young people, which capture their personalities, hopes and fears. Additionally he was able to convey his own observations about their thinking and behaviour back to the architects. He connected the children's delight with rolling down a hill on a trip to Greenwich (there are no hills in Hackney Wick), and their obsession with football, with an image of a football field with a raised ridge around the pitch.
The result was a design for the new park which incorporates a circular ridge suggestive of play, that also protects the quiet green space of the park from the busy road nearby.
The key reasons for the success of this project were:
■ A subtle approach to consultation, creative exploration of the possibilities of a space
■ A partnership between a writer, visual artist
www.newstartmag.co.uk
Paul Shepheard consulting with local young people in Hackney Wick about their relationship to the area
A detail from the design of the Borough Breathtaker project undertaken with Maidenhead's mobile library
and architecture practice that allowed real communication between both partners
■ A dedicated arts manager who brought together the creative practitioners and enabled them to work with all interested parties (local residents, council departments, schools, funders etc)
■ The writer had the freedom and trust invested in him to follow his own creative response to the place and the young people he consulted, thus becoming a creative part of the process rather than merely a conduit for information
Communication and articulation
The process of regeneration and urban change is complex and with such a wealth of different partners and agendas, good communication is both crucial and extraordinarily difficult to achieve. Writers are well-placed to play a role here. We are not suggesting they will become willing and infallible conduits of information and ideas, that they will seamlessly negotiate the different agendas and personalities involved. However, we do believe that because of their understanding of and skill in using language, a writer might be uniquely placed to find ways of communicating across these gaps.
One example of this is work artists and designers Snug and Outdoor did with poet Chris Meade and young users of Maidenhead Council's mobile library. The resulting group poem, which is incorporated into the design of the library, reads: I am the Breathtaker a place where wonders come out of words I am an idea encourager Homework helper Snuggle down place, The Brain Sparkler
The process of creating this poem allowed the children to articulate their relationship to the library and what they wanted it to provide. The poem provided the local authority and the community with a portable language that became a powerful expressive and political tool and transformed not only how the library users viewed their service, but also how that service was viewed by the local authority. Even more significantly, the poem also ended up renaming the library, which is now known officially as The Borough Breathtaker.
Conclusion
Working with the right writer at the right time in the right way can make a powerful contribution to the process of making UK towns and cities better places in which to live, work and play. Well planned, creative projects that give writers and communities the space and support to explore, question and celebrate a place, can offer those who work in regeneration and urban design another way of thinking about a particular place and how it might be developed. Such work can support sustainable community development, and help to give voice and form to the myriad of opinions and agendas involved in any regeneration scheme. A writer can offer another perspective, passionate and detached, informed by an interest in and understanding of the complexities of human relationships, which can manifest itself in specific solutions to the challenge of creating successful places.
8find out more
Sarah Butler is a writer, arts project manager and consultant. She runs the Urban Words consultancy, which manages literature based projects that engage with regeneration processes. Visit: www.urbanwords.org.uk/aplaceforwords new start 18 july 2008 23 | <urn:uuid:9fe5db1a-dd0d-42fe-9d99-89e052912af3> | CC-MAIN-2018-51 | http://www.urbanwords.org.uk/wp-content/uploads/2011/07/new-start-mag.pdf | 2018-12-18T19:12:39Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00289.warc.gz | 473,919,989 | 1,770 | eng_Latn | eng_Latn | 0.998792 | eng_Latn | 0.998794 | [
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QUALITY ASSESSMENT REPORT
All childminders in England must be registered to provide care for children under 8 years of age according to the Early Years Foundation Stage (EYFS) Childminder agencies are obliged by law to visit childminders registered with them a minimum of once per year for a quality assessment of the care provided.
We award a grade of a scale from 1 – 7 where 1 is inadequate and 7 is outstanding in each area, the overall grade reflects the average grade across all areas
| Inadequate Urgent actions for development | | | Requires Improvement Some actions for development | | | Good Few actions for development | | | Outstanding Continued development | |
|---|---|---|---|---|---|---|---|---|---|---|
| | 1 | 2 | | 3 | 4 | | 5 | 6 | | 7 |
The Quality and Standards of the childminding provision
Summary of annual assessment visit
Teamara's setting is well organised with a wide range of toys and resources for the children to access. She works well as a team with 2 assistants, everyone know their roles and responsibilities and the children interacted and engaged with all 3 adults during their time there. The children accessed a mixture of child-led and adult initiated activities in a warm and friendly environment.
| | Areas for Development | | Action | Timescale |
|---|---|---|---|---|
| Observation and assessment | | Develop process to include clearly identified next steps for each child and how to achieve them | | |
| Develop self-help skills | | Start to put into practice opportunities in the day for the children to practice and develop their self-help skills | | |
| Develop opportunities for more free play | | Adapt timetable/activities to allow more individual choices for the children | | |
Assessment Findings
The Safeguarding and Welfare Requirements:
Teamara has clear and comprehensive policies and procedures which are shared with parents and assistants. She has a good understanding of her responsibility to safeguarding and the assistants have been inducted and have a good understanding of their roles and what to do if they have concerns. Teamara conducts visual risk assessments and takes appropriate action to ensure health and safety.
The children enjoyed a healthy lunch and Teamara balances this with the occasional treat.
The snack and meal times could be further enhanced by encouraging self-help skills e.g. children cutting up their fruit and pouring drinks.
The childcare environment:
The setting benefits from a well organised and diverse range of resources, indoors and out that cover all areas of learning and allowing the children to extend and develop their play in numerous ways. The children also engaged in adult-led activities including cooking and art & crafts which they appeared to enjoy and the assistant was happy for the children to explore the activities in their own individual way according to their age and stage. Teamara works to a timetable of activities and sometimes this could be restrictive to the children's choices and free play this is an area for development going forward.
Learning and Development:
Teamara and Jazz demonstrated excellent listening and conversation skills with the children, developing and extending their language and ideas. There was a good range of printed word to be seen around the setting allowing the children to develop their recognition of letters and print.
Partnership working:
Teamara has put in place daily diaries which gives the parents the opportunity to contribute their thoughts and questions regularly, in addition the parents have completed a recent questionnaire. Teamara plans to follow this up with some planned parent meetings to discuss the children's progress.
Assessment history (covering last 3 years)
| Date | Overall Grade | Safeguarding and | Childcare | Learning and | Partnership |
|---|---|---|---|---|---|
| | | welfare | environment | development | working |
Any complaints about the assessment visit or report should be made following the complaints procedures set out in the Agency's Statement of Purpose which is available on request.
Childminder Agency | <urn:uuid:7e609aad-71b6-4dd7-a3a8-9d60b1a2256d> | CC-MAIN-2018-51 | https://bondingschool.com/wp-content/uploads/Bonding-School-Quality-Assessment-Report-2017.pdf | 2018-12-18T18:46:34Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00289.warc.gz | 529,705,153 | 868 | eng_Latn | eng_Latn | 0.997606 | eng_Latn | 0.997705 | [
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09-Random Numbers
text: Chapter 3.4-3.7
ECEGR 101
Engineering Problem Solving with Matlab
Professor Henry Louie
Overview
* Pseudo Random Numbers
* Random Integers
* Probability Density Functions
Dr. Henry Louie
2
Pseudo Random Numbers
* Matlab can be used to generate "random" numbers
* Computers do not generate truly random numbers, rather they generate pseudo random numbers that "appear" random according to an algorithm
* Before we generate random numbers, we need to define the parameters of the random number generation
Dr. Henry Louie
3
Random Integers
* Assume we want to simulate rolling a six-sided die
[x] Equal chance of getting 1, 2, …, 6
[x] Random integer generation
R = randi(IMAX,N) returns an N-by-N matrix containing pseudorandom integer values drawn from he discrete uniform distribution on 1:IMAX
Dr. Henry Louie
4
* Example
Random Integers
sequence: 5, 6, 1, and
Dr. Henry Louie
Random Integers
* The numbers are psuedo random and you can control the sequence that occurs
* Use "rng(X)" to "seed" the psuedo random number generator
* Example:
An arbitrary seed
Random sequence repeats
Dr. Henry Louie
6
so on
5
Random Integers
* Do not need to use rng unless you want to repeat the randomness
[x] Why would you ever want to do this?
* What about continuous random variables?
Dr. Henry Louie
Probability Density Functions
Probability density functions (pdfs) describe the probability of outcomes of random number generators. Integral of PDF is always 1.
8
7
Probability Density Functions
Continuous PDF. Equal probability of any number between 1 and 6
Dr. Henry Louie
Probability Density Functions
Probability of a number between 1 and 2 is 20% (the blue area)
Dr. Henry Louie
10
9
Probability Density Functions
What is the probability of a number between 3 and 6?
Dr. Henry Louie
Probability Density Functions
What is the probability of a number between 3 and 6? 60%
Dr. Henry Louie
11
12
Random Numbers: Uniform Distribution
* rand function generates uniformly distributed numbers between 0 and 1.
* rand(m,n) generates an mxn matrix of random numbers between 0 and 1.
* rand generates one random number.
* randi generates random integer
Dr. Henry Louie
13
Random Numbers: Uniform Distribution
* How can we generate random numbers that are uniformly distributed in an interval (a,b)?
[x] (b-a)*rand + a
* Example: (6,8)
Dr. Henry Louie
14
Probability Density Functions
* Consider the following probabilities
[x] 20% between 1 and 2
[x] 20% chance between 2 and 3
[x] 40% chance between 3 and 4
[x] 0% chance between 4 and 5
[x] 20% chance between 5 and 6
Dr. Henry Louie
15
Probability Density Functions
* We can bias our results by changing the PDF from which the random variables are generated from
* Common to use "families" of PDFs and change parameters to adjust their shape
Dr. Henry Louie
16
Normal Distribution
* The normal distribution, also called Gaussian distribution is a probability distribution of great importance in many fields.
* The standard normal distribution is the normal distribution with a mean of zero and a variance of one.
* It is often called the bell curve because the graph of its probability density resembles a bell.
Dr. Henry Louie
17
Normal Distribution
Dr. Henry Louie
18
Random Numbers: Normal Distribution
* randn function generates normally distributed numbers with mean 0 and standard deviation 1.
Dr. Henry Louie
19
Random Numbers: Normal Distribution
* To change the mean and standard deviation of the random numbers:
[x] (new_standard_deviation)*randn + new_mean
Dr. Henry Louie
20
10
Random Numbers: Normal Distribution
* Alternatively, use the "random" function R = random(NAME,A) returns an array of random numbers chosen from the one-parameter probability distribution specified by NAME with parameter values A.
Single random number drawn from a Normal distribution with mean 10 and standard deviation of 0.5
Dr. Henry Louie
21
Exercise
Simulate rolling a six-sided die 100 times. What is the average of the numbers you rolled? How close is this to the theoretical average?
Dr. Henry Louie
22
11
Exercise
Simulate rolling a six-sided die 100 times. What is the average of the numbers you rolled? How close is this to the theoretical average?
```
or (rolls is a matrix) (rolls is a vector)
```
Theoretical is (1+2+3+4+5+6)/6 = 3.5
Dr. Henry Louie
23
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PARENTS' REPORT
Note: This form is to be filled out by the parent and brought to Kindergarten Introduction Day.
Please complete prior to physical examination by physician:
Child's Name
Birthdate
Parent/Guardian Name
Phone
Address
Physician
Address
Phone
Dentist
Address
Phone
Date of last visit to the dentist
Birth & Infancy information (approximate age): Full Term?
Birth weight:
Toilet Trained at
Walked at
Spoke first words at
Previous Illnesses (give age of occurrence:
Measles
Mumps
Enlarged Lymph
Glands
Tonsillitis
Asthma
Epilepsy
Chicken Pox
Whooping Cough
Scarlet Fever
Rheumatic Fever
Infantile Paralysis
German Measles
Eczema
Ear Infection
Kidney Disease
Appendicitis
Hay Fever
Bone/Joint Disease
Other
Has your child had any of the following symptoms recently?
Frequent colds
Dizziness
Growing Pains
Headaches
Hard of hearing
Blurred vision
Vomiting spells
Hernia
Chronic constipation
Abdominal pains
Frequent urination
Nosebleed
Persistent cough
Fainting spells
Shortness of breath
Operations:
Serious Injuries (cause, nature, age):
Tonsils
Age
Adenoids
Age
Appendix
Age
Circumcision Age
Other
Age
What time does he/she go to bed?
What time does he/she get up?
Does he/she take naps?
Does he/she eat well?
At all meals?
Does your child have any trouble hearing?
yes
no
don't know
Does he/she have earaches?
yes
no
don't know
[x] If yes, how many earaches has he/she had in the past 12 months?
[x] When did he/she have the last earache?
[x] Did he/she see a medical doctor concerning the earache(s)?
yes
no
Has your child had his/her hearing tested through preschool Vision and Hearing or have you made an appointment for this?
yes
no
Has your child had his/her eardrums opened, lanced or had tubes inserted?
yes
no
Has your child ever had a runny ear or any discharge from his/her ear (not including wax in the ears)?
yes
no
Does your child “hear” better when watching the speaker’s face?
yes
no
Does your child often ask for words or sentences to be repeated?
yes
no
Parent Signature
Date
1.
2.
3.
4. | <urn:uuid:3d5fe9ab-dd64-418d-bc81-f165636db8a0> | CC-MAIN-2018-51 | http://cms.acsk12.us:8080/revize/algonac/docs/Kdg_Parents_report.pdf | 2018-12-18T20:18:02Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00291.warc.gz | 56,521,806 | 592 | eng_Latn | eng_Latn | 0.986946 | eng_Latn | 0.993904 | [
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Communicating a Compelling Company Narrative
When communicating with the general public, staff, or potential employees, use these methods to effectively share your strengths or why you're an amazing, cutting edge company:
* Use simple, clear language
* Share about what is authentic to you/the company
* Sell the experience or greater good with the product
* Use storytelling to promote your company and products
* Harness the power of 'show, don't tell' to create a compelling narrative
* Be mindful that most people's attention span is short, so you have 30 seconds to 1 minute to capture their interest
Examples of compelling things to share:
How does your business move the world forward? What are people able to do with your products that makes what you do so powerful? How does this complement the story you're sharing about the experience or greater good of your company and/or products? How are you more than a web page or brick & mortar on a street?
Examples of companies clearly communicating who they are and what they believe in: All of these companies use simple, clear language to communicate, they align their products or culture with an experience or greater good, and show (they don't tell) why they are great at what they do.
Zappos is known for their values: https://www.zapposinsights.com/about/core-values They deliver a great employee-powered company culture and exceptional customer service. Zappos cares about people's happiness.
Patagonia is well known for their mission: http://www.patagonia.com/company-info.html They sell a lifestyle of environmental stewardship and epic adventure. Patagonia in particular excels at selling the experience or greater good and then positioning their product within the frame as a subtle piece of the bigger picture. Scroll through Patagonia's work wear page for examples of selling a lifestyle. The images convey strength, grit, and hard work: http://www.patagonia.com/workwear.html .
Method: https://methodhome.com/beyond-the-bottle/our-business/ Method sells saving the planet through home-cleaning products and thoughtful sourcing of the packaging. Method is particularly effective at tracking and sharing about efforts to minimize their environmental impact. Their Benefit Blueprint and 'beyond the bottle' section on their website are strong examples of effective public communication about their culture. https://methodhome.com/benefit-blueprint/
Annie's organic: https://www.youtube.com/watch?v=VwaVoslfk3Y&width=720&height=405 The opening line in the video is: "We believe that when we eat organic, we not only care about our family's health and wellness, but that of the planet and everyone on it". They sell healthy snacks and a shared care for all residents of the planet with their bunny mascot heavily incorporated throughout their products.
Sources:
How to Gauge and Cultivate Company Culture
For businesses interested in checking in on the the building blocks of their company's culture, the following six checkpoints excerpted from "Above the Line: How to Create a Company Culture That Engages Employees, Delights Customers and Delivers Results" by Michael Henderson provide a starting point for conversation on where the culture is currently and how to cultivate the desired culture.
Michael Henderson created a model for educating organizations on how to work through the process of aligning a culture to higher aspects of performance and an organization's strategy. These aspects of a culture combine to give a culture its shape, feeling, rhythm, momentum, and sense of self. In hierarchical order the aspects are:
Purpose – Why does the organization exist?
Identity – Who do the people within a culture see themselves as, and what do they want to be known for?
Values and Beliefs – Values express what is most important to us through preference and priorities and beliefs define why the values are important to us. Values must be functional, motivational and meaningful in order for them to work. If a company has more than three values people struggle to remember them.
Capability – What skills will people require to build and maintain the company culture?
Questions to determine what your culture may require to develop capability are:
What do we need to do to attract, retain, inspire and focus good people?
What resources are necessary to achieve our desired culture?
How can we build our group identity and embody our values?
What leadership skills are required to lead a culture? Do we have them?
Do we understand the benefits of thought leadership as a competitive advantage?
Are we prepared for the future?
Behavior – How do people actually behave in relation to how they could or should behave? Reward and recognize behaviors you most want to encourage.
Environment – Where does the culture occur and how does the environment impact the culture?
Source: Henderson, Michael. Above the Line: How to Create a Company Culture That Engages Employees, Delights Customers and Delivers Results, John Wiley & Sons Australia, Limited, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/wwu/detail.action?docID=1690916.. | <urn:uuid:7c256a48-e83b-4564-9e2d-e6f686301d6f> | CC-MAIN-2018-51 | https://sbdc.wwu.edu/sites/sbdcprod7x1100.wwu.edu/files/SBDC_Creating_a_Compelling_Company_Narrative.pdf | 2018-12-18T20:01:45Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00289.warc.gz | 702,721,129 | 1,028 | eng_Latn | eng_Latn | 0.996549 | eng_Latn | 0.996769 | [
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外语标题
Skin Cancer
Skin cancer is the most common type of cancer in the United States. It is normal for your body to replace old cells with new ones. Sometimes skin cells keep dividing when new cells are not needed and skin cancer occurs.
皮肤癌是美国最常见的癌症。身体细胞的更 新换代是非常正常的现象。当不需要新细胞 时皮肤细胞仍然分裂，就会形成皮肤癌。
Risk Factors
Anyone, including people with dark skin, hair and eyes, can develop skin cancer, not just those at higher risk. You are at higher risk if you have:
* Spent a lot of time in the sun
* Family members with skin cancer
* Certain types or a large number of moles
* Skin that burns or freckles in the sun
* Light-colored skin, hair and eyes
Prevention
* Avoid being in the sun from 10 AM to 4 PM.
* Wear clothing such as a hat, long sleeves and pants to block the sun's rays.
* Use a sunscreen with a sun protection factor (SPF) of 15 or higher year round when you are going outside. Reapply as directed on the bottle.
* Learn to know what skin cancer looks like.
* Check your skin monthly. Report any changes to your doctor.
Skin Cancer. Simplified Chinese.
风险因素
任何人（包括皮肤、毛发和眼睛颜色较深的 人士）都有可能罹患皮肤癌，而不仅仅是皮 肤癌高危人群。如果您具有以下情况，则存 在较高风险：
* 长时间暴露在阳光下
* 家人罹患皮肤癌
* 长有某些类型的痣或许多痣
* 皮肤晒伤或形成晒斑
* 皮肤、毛发和眼睛颜色浅
预防
* 早上 10 点至下午 4 点避免接触阳光。
* 穿戴帽子、长袖衣服和长裤等衣物来阻隔 太阳光线。
* 始终在外出时使用防晒系数 (SPF) 大于 等于 15 的防晒霜。按照瓶身说明重复涂 抹。
* 了解皮肤癌的症状。
* 每月检查一次皮肤。将皮肤的任何变化告 知医生。
* If you are at risk, see a doctor who specializes in the skin called a dermatologist each year for a skin exam.
There are 3 major types of skin cancer:
Basal Cell Carcinoma (BCC):
This is the most common. This cancer grows in the basal cells in the lowest layer of the skin. This type grows slowly and rarely spreads to other parts of the body, but early treatment is needed. This type appears on skin exposed to the sun such as the face, ears, scalp and upper body. Look for:
* Shiny or pearly bumps or growths
* A sore that heals and then re-opens
* A pink, slightly raised growth
* Red, irritated patches of skin
* A waxy scar
Squamous Cell Carcinoma (SCC)
:
This cancer grows in the squamous cells in the upper layer of the skin. This type can be found anywhere including the inside of the mouth and the genital area. Get early treatment to prevent the spread of this cancer. Look for a crusty or scaly patch of skin often with a red base.
Melanoma:
This type begins in the skin cells that give skin its color. Melanoma can spread quickly to other tissues and organs. The cure rate is high with early treatment.
Look for changes in moles or new moles where:
* One half of the mole does not match the other half.
Skin Cancer. Simplified Chinese.
* 如果您有罹患风险，请每年到皮肤科医生 处接受皮肤检查。
皮肤癌主要有三种类型：
基底细胞癌 (BCC)：
这是最常见的一种皮肤癌，出现在皮肤最底 层的基细胞中。这种癌症发展缓慢，很少扩 散到身体的其他部位，但需要及早治疗。这 种癌症出现于暴露在外的皮肤，例如脸部、 耳朵、头皮和上身。检查是否有以下情况：
* 闪亮或珍珠般的疙瘩或肿块
* 痊愈又复发的溃疡
* 轻微凸起的粉色肿块
* 发炎的皮肤红斑
* 蜡状疤痕
鳞状细胞癌 (SCC)：
这种癌症出现在皮肤上层的鳞状细胞中，可 见于口腔内部和生殖区等不同部位。需要及 早治疗以避免扩散。检查皮肤上是否出现硬 皮斑点或鳞状斑点，通常伴有红色基底。
黑素瘤：
黑素瘤始发于为皮肤上色的皮肤细胞。黑素 瘤可快速扩散至其他组织和器官。若及早治 疗，治愈率较高。
观察痣的变化或新痣是否具有以下特征：
* 痣的形状不对称。
* The edges of the mole are uneven or ragged.
* The color is uneven with more than one shade or color present.
* The size is larger than a pencil eraser or there is any change in size.
* There are changes in the way it feels. It may itch, feel dry, lumpy, swollen or tender.
Your care
Treatment involves removing the tissue suspected of being skin cancer from the skin. This is done in the doctor's office or in the hospital. The tissue is sent to a lab to check for cancer cells. This is called a biopsy. Often, no further treatment is needed. Skin cancer may also be treated with radiation therapy and chemotherapy.
Talk to your doctor or nurse if you have any questions or concerns.
© 2005 - November 29, 2016, Health Information Translations.
Skin Cancer. Simplified Chinese.
* 痣的边缘不整齐或呈锯齿状。
* 颜色不均，并且具有多种色调或颜色。
* 尺寸大于橡皮擦或尺寸发生任何变化。
* 触感发生变化。可能发痒、感觉干燥、 粗糙多块、肿胀或触痛。
治疗护理
治疗包括切除皮肤上的疑似患皮肤癌组织。 这可在诊所或医院进行。组织会被送到实验 室检查是否具有癌细胞。这称为"活组织检 查"。通常无需进一步治疗。皮肤癌还可通 过放射治疗和化学疗法进行治疗。
如果有任何疑问或担心，请咨询医生或护 士。 | <urn:uuid:8f876182-6a3a-4cd8-85b6-fb5e80154fee> | CC-MAIN-2018-51 | https://www.healthinfotranslations.org/pdfDocs/SkinCancer_SCH.pdf | 2018-12-18T20:14:20Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00290.warc.gz | 877,702,067 | 1,559 | eng_Latn | eng_Latn | 0.984664 | eng_Latn | 0.985607 | [
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tRANSFORMING rural africa
Strategic plan 2016-2020
Effective agriculture has the power to change lives. It underpins prosperity, food security and stability the world over. Farm Africa focuses on transforming agriculture and managing natural resources sustainably. We champion a holistic approach that boosts yields, protects the environment and connects smallholder farmers to thriving markets.
We work with different types of farmers in a range of regions. Their local situations vary, but the problems they face are all too familiar: lack of training and technology, inadequate inputs, no finance, vulnerability to climate change and poor links to markets.
We have an ambitious strategy to expand our work over the next five years. We’ll increase our impact. Lift more communities out of poverty. Work with more corporate partners who share our vision. Open up more agricultural markets. Provide more expertise.
We’ll make change happen.
Our approach
Farm Africa SPECIALISES in agriculture, the environment and business development.
Our programmes are managed in partnership with local communities, who actively participate in all decisions about the work.
Smart about agriculture
Smart about the environment
Smart about business
Engaging communities
We tap into local communities' reallife experiences and work with them to innovate and adapt appropriate approaches that they feel a sense of ownership over.
Empowering women
We're committed to empowering women as decision-makers in communities. When women are involved in farming, their incomes rise radically and family farm production increases.
* Technology
* Land and water resource management
* Climate-smart agriculture
* Forest management
* Grazing land management
* Ecosystem management
* Developing viable enterprises for ecosystem goods
* Trade facilitation and marketing
* Access to finance
* Business development
Effective farming techniques are key to driving up agricultural production in Africa. Farm Africa will ensure farmers make the most of their land, whether they grow crops, keep livestock or manage fisheries. We'll share our expertise in growing the most appropriate and profitable crops. We'll help prevent pests. We'll ensure farmers get the high-quality inputs they need: seed and fertilisers, warehouses to store crops and vaccines to protect animals.
One year of good harvest is not enough. But with better access to new technologies and expertise, farmers can achieve good harvests year after year. We'll work with farmers to improve soil quality, conserve water and prepare for 'climate shocks', like flooding or drought.
Widespread deforestation and destruction of grazing lands are threatening the livelihoods of forest communities, pastoralists and farmers across eastern Africa. We'll use our expertise in forest and grazing land management to work with farmers to conserve their resources for the long term.
We'll help unlock the potential to make conservation profitable. We'll help farmers grow incomes from lands and forests: farming honey and coffee, growing trees for timber, or protecting forests in exchange for carbon credit payments.
Ecosystems provide many essential services, such as water supplies and pollination, that are usually not considered in economic development plans. We'll help farmers and communities develop plans for the holistic management of the landscapes they live in, so that gains from rural development in one region are not cancelled out by losses in another.
Farm Africa will work to strengthen every aspect of farming supply chains, from soil to supermarket. We'll ensure farmers adapt to what buyers want. We'll help them build co-operatives, so they can sell in bulk. We'll bolster 'first mile' businesses that supply inputs to small farms, and support those who collate smaller farms' produce to sell to wider markers.
We'll help farmers and agribusinesses gain access to finance, establish local savings associations, and get markets moving. Funders are often reluctant to lend to high-risk, inexperienced farming businesses with no paperwork or proof they can become viable. We'll provide those small businesses with training on how to professionalise and develop into respected enterprises that can build their own relationships with lenders, social investors and buyers for the long-term.
SMART ABOUT GROWTH
Having more impact means Farm Africa needs to grow. But we need to be smart about how we grow, ensuring we streamline our approaches and build on our successes.
Formalising our approach
We will invest time in documenting and sharing our tried and tested approaches in subjects ranging from forest management to aquaculture to international trade so they can be effectively and consistently replicated, not just by us, but by others who share our vision.
Scaling up
Small changes are not enough. That means scaling up. By 2020, we will increase our footprint from four to six countries, and double the number of farmers we work with, reaching 3.6 million people a year. We will create more programmes that are effective across regions.
Private sector engagement
Farmers' abilities to build thriving businesses depends on well-functioning markets. We will scale up work with a wide range of private sector players from those providing agricultural inputs or access to finance to companies acting as gateways to international export markets.
Innovation
We will build on our strong track record of innovative thinking. We'll focus on how we can effect systemic change, and strive to build links between our work in different locations, so that our programmes work in synergy, increasing our regional impact.
Monitoring and evaluation
We will further develop our monitoring and evaluation systems to allow us to assess our impact at project, regional, country and global levels. We'll be able to compare and contrast, and learn what works best where to increase our impact wherever we work.
Fundraising and communications
We will harness the power of digital communications to engage with new audiences, share the lessons we learn and shine a spotlight on the stories of farmers whose lives we've changed. We'll scale up our partnerships with corporate and institutional partners alike.
Farm Africa reduces poverty by unleashing African farmers' abilities to grow their incomes and manage their natural resources sustainably. Our vision is of a prosperous rural Africa.
United Kingdom | Ethiopia | Kenya | Tanzania | Uganda
W: www.farmafrica.org E: email@example.com UK registered charity no. 326901 | <urn:uuid:95dd7e23-9706-4b3b-99d9-55898ed57f62> | CC-MAIN-2018-51 | https://www.farmafrica.org/downloads/transforming-rural-africa.pdf | 2018-12-18T20:09:53Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00290.warc.gz | 853,953,772 | 1,238 | eng_Latn | eng_Latn | 0.99793 | eng_Latn | 0.998065 | [
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TheRevisionGuide.com
Accelerating your potential…
Revision Note
AS Economics Basic Transmission Mechanisms
Revision Note by: Apsara Sumanasiri
Student Name : ……………………………………………
Date: …………………….
TheRevisionGuide® (www.TheRevisionGuide.com) is a free online resource for Economics and Business Studies.
Don't forget to visit our website as part of your revision.
Basic transmission mechanisms:
1. Economic growth leads to lower unemployment
Growth rising income per capita greater spending into the economy AD for goods and services increase more manpower needed à lower unemployment
2. Economic growth leads to higher inflation
Growth increase in wages/ bonuses greater spending into the economy increase in AD price level increases demand-pull inflation
3. Economic growth leads to the worsening of current account deficit
Growth increase in wages/ bonuses UK people have high marginal propensity to import rise in imports and assume exports unchanged worsening of the current account deficit
4. Economic growth leads to income inequality
Growth wages for low/ middle class earners will usually increase but at a slower rate probably worse off after adjustment for inflation, student loan repayments, income tax and NICs (National Insurance Contributions) rich people may be subjected to higher income tax BUT there are other non-income gains that are taxed at much lower rate e.g. capital gain and share dividends widening income inequality
5. Growth leads to deterioration of environment
Growth increase in wages greater AD for goods and services --> more lands cleared to give way for residential homes, business parks and factories/ more cars on the road deforestation and rise in global warming
6. Lower unemployment leads higher growth
Low unemployment AD for goods and services will increase higher real output growth
7. Lower unemployment leads to higher inflation
Low joblessness greater spending into the economy AD shifts rightward price level increases demand-pull inflation
8. Lower unemployment leads to worsening of current account deficit
Low joblessness unemployed people now have income to spend UK people have high marginal propensity to import rise in imports and assuming exports unchanged current account deficit widens
9. Lower unemployment leads to deteriorating environment
Fewer jobless people greater spending into the economy more lands to be cleared to construct houses, leisure areas and factories/ more cars and busses on the roads deforestation and emission of CO2
10. Lower unemployment reduces income inequality
Fewer unemployed people jobless people now have income and assume that their income is more than their previous benefits and UK government implements progressive taxation narrowing the gap between the rich and poor
11. Lower unemployment leads to higher inflation
Fewer jobless people total expenditure into the economy increases AD shifts rightward --> increase in price level higher demand-pull inflation
12. High inflation leads to lower growth
Supposed that the inflation creeps beyond the targeted level of CPI 2% +/- 1% Bank of England may consider an increase in base rate if this happens, cost of borrowing will increase lower consumption and investment fall in AD à lower growth
13. High inflation leads to increase in unemployment
Increase in inflation à falling real income limiting the spending ability of households AD for goods and services will fall fewer workers needed
14.High inflation leads to the worsening of current account deficit
Increase in production costs less competitive pricing export prices increase and assuming import prices unchanged fall in demand for British manufactured goods widening current account deficit
15. High inflation leads to widening income inequality
Rise in price level wages growth rate is usually lower than the rate of inflation falling real income consumers/ households are priced-out every pound purchases lesser goods and services
16. High inflation leads to less deterioration of environment
Increase in price level falling real income limiting the ability of households to spend elsewhere fall in AD for goods and services factories operate shorter hours and economic activities come to a slowdown less severe congestion, deforestation and flights improve the conditions of the environment
Remember, you don't have to study textbooks. It is incredibly sufficient if you're able to understand transmission mechanisms alone. LOGIC is the word. Please don't rot memorise | <urn:uuid:07669326-916a-470b-b053-5f7904f772ca> | CC-MAIN-2018-51 | http://therevisionguide.com/wp-content/uploads/2014/08/EC2_Basic-Transmission-Mechanism.pdf | 2018-12-18T19:03:40Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00291.warc.gz | 282,704,790 | 1,002 | eng_Latn | eng_Latn | 0.949579 | eng_Latn | 0.998083 | [
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Kindergarten Standards
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. [KCC4a]
[K-CC4]
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. [K-CC4b]
c. Understand that each successive number name refers to a quantity that is one larger. [K-CC4c]
5. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. [K-CC5]
Essential Understandings (Mathematical Goals) • Counting includes one‐to‐one correspondence, regardless of the kind of objects in the set and the order in which they are counted.
* When counting objects in a group/set, the last number stated names the total number of objects in that group/set
Represent and solve problems involving addition and subtraction.
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [1-OA2]
Understand place value.
11. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1-NBT3]
Essential Understandings (Mathematical Goals)
* Addition equations can be used to describe situations that involve combining quantities.
* The addition of whole numbers is based on sequential counting.
Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2-OA1]
Relate addition and subtraction to length.
18. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. [2-MD5]
Essential Understandings (Mathematical Goals)
* Understand how addition and subtraction relate to one another.
* Missing numbers in a math sentence/equation or word problem can be found using addition and subtraction.
* Subtraction is the inverse operation of addition and is used for different reasons:
o to compare one amount to another; and
o to remove one amount from another;
o to find the missing quantity when the whole quantity and part of the quantity are known.
Represent and solve problems involving multiplication and division.
1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. [3-OA1] Example: Describe a context in which a total number of objects can be expressed as 5 × 7.
2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. [3-OA2]
Example: Describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 2.) [3-OA3]
Understand properties of multiplication and the relationship between multiplication and division.
Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication)
5. Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3-OA5]
3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 ×
Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5)
10 = 30. (Associative property of multiplication)
+ (8 × 2) = 40 + 16 = 56. (Distributive property)
Essential Understandings (Mathematical Goals)
* When multiplying two factors, either factor can be partitioned or both. Example: 4 x 16 = 4 x (10 + 6) or (2 + 2) x 16.
* Multiplication can be used to find the total number of objects when there are a specific number of groups with the same number of objects.
* Division can be used to find how many equal groups (measurement – repeated subtraction) or how many are in each group (partitive –sharing).
* Multiplication and division have an inverse relationship and can be used to find division or multiplication facts.
Extend understanding of fraction equivalence and ordering.
13. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4-NF2]
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 14.
d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. [4-NF3d]
Essential Understandings (Mathematical Goals)
* Comparison to known benchmark quantities can help determine the relative size of a fractional piece because the benchmark quantity can be seen as greater than, less than, or the same as the piece.
* The interpretations of the operations on rational numbers are essentially the same as those on whole numbers, but some interpretations require adaptation, and the algorithms are different.
* A rational number is an operator when it changes or transforms another number or quantity to magnify or shrink it.
* A scalar definition of multiplication is useful in representing and solving problems beyond whole number multiplication and division.
11. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. [5-NF1]
Use equivalent fractions as a strategy to add and subtract fractions.
12. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally, and assess the reasonableness of answers. [5-NF2]
Essential Understandings (Mathematical Goals)
* The interpretations of the operations on rational numbers are essentially the same as those on whole numbers, but some interpretations require adaptations and the algorithms are different.
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IMPORTANT DATES THIS TERM
ALL SAINTS
(1 November)
We celebrate the lives of special and ordinary people who have responded to God's invitation to love.
THE COMMEMORATION OF ALL THE FAITHFUL DEPARTED (ALL SOULS)
(2 November)
Today and throughout the rest of November we pray for those who have died. Eternal rest grant unto them, O Lord, and let perpetual light shine upon them. May they rest in peace. Amen.
OUR LORD JESUS CHRIST, KING OF THE UNIVERSE
(24 November)
ADVENT
(Begins 1 December)
Advent means 'coming'. We think of the coming of Jesus when he was born but we also think of his promise that he would come again at the end of time. It is a time of waiting and preparing. It is only in the last week of Advent that we focus upon the events to be celebrated at Christmas.
THE IMMACULATE CONCEPTION OF THE BLESSED VIRGIN MARY
(8 December)
This feast marks the first stage of the existence of Mary, the mother of Jesus. She was 'full of grace' from the very beginning and co-operated with God throughout her life.
CHRISTMAS DAY, THE NATIVITY OF THE LORD
(25 December)
On this day we begin our celebration of the birth of Christ.
RELIGIOUS EDUCATION AUTUMN TERM 2013 COME AND SEE AT HOME
Dear Parent(s)/Carer(s),
This term we will be studying the three themes of Domestic Church (Family), Baptism and Confirmation (Belonging) and Advent and Christmas (Loving). Each class will approach the themes through different topics. The children will also spend a week studying Judaism.
DOMESTIC CHURCH - FAMILY
10
th
Sept 13 – 5
th
Oct 13
SUGGESTIONS FOR HOME ACTIVITIES
Early Years MYSELF -God knows and loves each one
Year 1
FAMILIES -God's love and care for every family
Year 2
BEGINNINGS -God is present in every beginning
Year 3
HOMES -God's vision for every family
Year 4
PEOPLE - The family of God in Scripture
Year 5
OURSELVES -Created in the image and likeness of God
Year 6
LOVING -God who never stops loving
BAPTISM AND CONFIRMATION - BELONGING 13 th Oct 13- 23 rd Nov 13
Make a collage using family photographs of all the significant family members—grandparents, parents, children, aunts, uncles etc. who show God's love. Write underneath it
"We show God's love to one another.
"
Include those who have died.
SUGGESTIONS FOR HOME ACTIVITIES
Early Years WELCOME -Baptism: a welcome to God's family
Year 1
BELONGING -Baptism: an invitation to belong to God's
family
Year 2
SIGNS AND SYMBOLS -Signs and symbols in Baptism
Year 3
PROMISES -Promises made at Baptism
Year 4
CALLED -Confirmation: a call to witness
Year 5
LIFE CHOICES -Marriage, commitment and service
Year 6
VOCATION AND COMMITMENT -The vocation of
priesthood and religious life
Talk to someone who has been to a Baptism and/or Confirmation about their memories of this celebration.
JUDAISM 28 th Oct 13- 1 st Nov 13 – Mr.Cohen to visit school
Pupils will study various aspects of Judaism for one week. Ask them what they have been learning about.
ADVENT/CHRISTMAS - LOVING 26 TH NOV 13 – 20 TH DEC 13
SUGGESTIONS FOR HOME ACTIVITIES
Discuss with the children how your family welcomes visitors to your home.
Find out about some Christian symbols for Advent e.g. Advent wreath, calendar, Jesse tree. Use the CAFOD or Missio websites to get a religious Advent calendar. | <urn:uuid:124c637e-6079-4015-b070-3c46ceff1bcb> | CC-MAIN-2018-51 | http://stcolumbasknowsley.co.uk/wp-content/uploads/2014/06/Parents-Letter-Come-and-See-Autumn-2013.pdf | 2018-12-18T19:28:21Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00290.warc.gz | 256,531,773 | 862 | eng_Latn | eng_Latn | 0.991763 | eng_Latn | 0.993574 | [
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The Shark Trust was established in 1997 to provide a voice for sharks in the UK. It is now part of a global collaborative movement in shark conservation, working to protect shark, skate and ray populations and ensure a sustainable future for the oceans apex predators.
Building on key fisheries management and wildlife protection successes over the past 18 years, we are now gearing up to push harder and faster for effective management, enforced protection and responsible trade across the globe.
The Shark Trust thrives on collaboration and we believe it is the combined efforts of scientists, the fishing industry, decision makers and the public that is making the difference in protecting shark, skate and ray populations.
We have come a long way but there remains an urgent need to push for changes that will halt population declines and secure the future for sharks and their relatives.
Without sharks, marine ecosystems face an uncertain future.
WE CAN'T DO IT ALONE
So what can you do to help?
Help us to have a louder voice by becoming a member of the Shark Trust.
Search and record data for one of our citizen science projects.
Fundraise to support the protection of shark species and drive change.
Spread the word, find out more and get involved in our projects and campaigns.
We benefit:
Every new member increases our ability to influence change: in policy, fishing industry practice and public attitudes to sharks.
Your regular contributions help us plan ahead, help us be where we need to be and create new projects and campaigns.
Join the Shark Trust
© Dave Peake
You benefit:
A starter pack introduces you to the Trust and the many ways that you can help us spread the word about sharks. 1
Sharks benefit:
Shark Focus magazine, produced three times a year, featuring articles on shark science, conservation, discoveries and our latest news. 2
3
You are part of a growing community of people who value sharks and want to give them the best chance of being around for future generations.
We are dedicated to effective shark conservation. We commit our time and resources to securing the long-term future for all shark, skate and ray populations.
Join us to help safeguard the future of sharks through positive change.
© Sunphol Sorakul
INDIVIDUAL MEMBERSHIP FORM
I would like to support the work of the Shark Trust
MEMBER'S DETAILS
Name:
Address:
Postcode:
Country:
Email:
Choose your support package:
£2.50 per monthminimum level –
covers cost of benefits
£5 per monthintermediate level –
contributes to shark conservation
£10 per month higher level – gives us more to work with
Other
monthly/annually*
£
For a full list of other membership options including the junior package, visit www.sharktrust.org/join
PAYMENT DETAILS
Please complete the banker's order form overleaf.
A standing order is the best way to avoid fees and ensure that all of your funds come directly to the Shark Trust.
THANK YOU FOR YOUR SUPPORT
Please send this completed form to:
The Shark Trust, 4 Creykes Court, The Millfields, Plymouth, PL1 3JB
STANDING ORDER DETAILS
BANKER'S ORDER
To the manager (name and the full address of your bank)
Please pay 'THE SHARK TRUST'
Monthly payments
£2.50
Annual payment
Now and on the same day each month
£30
£10
£
Now and on the same day each year
£
Account No. 60271004 at Barclays Bank (Sort code 20-59-14) 6 Market Place, Newbury, Berkshire RG14 5AY, UK
Account holders name:
Sort code:
Account no:
Signed:
MAKE YOUR DONATION WORTH ALMOST A THIRD MORE AT NO EXTRA COST TO YOU...
For every £1 you give, we can claim 25p from the Inland Revenue. Please help us to maximise your donation. To qualify for GIFT AID, what you pay in income tax and/or capital gains tax must at least equal the amount we will claim in the tax year, excluding VAT and Council Tax.
I am a UK taxpayer and I want the Shark Trust to treat this donation, any donations I have made in the four years prior to this date and any future donations as GIFT AID donations, until I notify otherwise.
Signed:
Date:
£5
WHAT WE DO
FISHERIES MANAGEMENT
Policy:
Working at national and international levels to secure policy and ensure implementation to safeguard sharks.
WILDLIFE PROTECTION
Stakeholder engagement:
Public engagement:
Working with the fishing industry and business to achieve pragmatic change.
Providing inspiring education, targeted communication and accurate information on sharks, skates and rays.
WHERE YOUR MONEY GOES
INCOME 2014/15
OUR FUNDS GO TOWARDS:
Citizen science:
Creating projects that encourage people to get involved and record data to support shark research and conservation.
DISCOVER SHARKS
Connect with the Shark Trust
WE NEED YOUR HELP
Join us and help secure a future for sharks
Safeguarding the future of sharks through positive change. | <urn:uuid:5816e168-d8c8-4f46-9867-e6c19ad23a63> | CC-MAIN-2018-51 | https://www.sharktrust.org/shared/downloads/display_materials/sharks.pdf | 2018-12-18T18:48:05Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00289.warc.gz | 1,008,973,361 | 1,048 | eng_Latn | eng_Latn | 0.994375 | eng_Latn | 0.996199 | [
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800.232.4424 (Voice/TTY) 860.793.9813 (Fax) www.ctclearinghouserg
Recognizing Child Abuse and Neglect
Signs and Symptoms
A Library and Resource Center on Alcohol, Tobacco, Other Drugs, Mental Health and Wellness
The first step in helping abused or neglected children is learning to recognize the signs of child abuse and neglect. The presence of a single sign does not prove child abuse is occurring in a family; however, when these signs appear repeatedly or in combination you should take a closer look at the situation and consider the possibility of child abuse.
If you do suspect a child is being harmed, reporting your suspicions may protect the child and get help for the family. Contact your local child protective services agency or police department.
In Connecticut, call the CT Department of Children and Families Hotline 1-800-842-2288 1-800-624-5518 (TDD)
For more information about where and how to file a report, call the Childhelp® USA National Child Abuse Hotline 1-800-4-A-CHILD
RECOGNIZING CHILD ABUSE
The following signs may signal the presence of child abuse or neglect.
The Child:
[x] Shows sudden changes in behavior or school performance.
[x] Has not received help for physical or medical problems brought to the parents' attention.
[x] Has learning problems (or difficulty concentrating) that cannot be attributed to specific physical or psychological causes.
[x] Is always watchful, as though preparing for something bad to happen.
[x] Lacks adult supervision.
[x] Is overly compliant, passive, or withdrawn.
[x] Comes to school or other activities early, stays late, and does not want to go home.
The Parent:
[x] Shows little concern for the child.
[x] Denies the existence of—or blames the child for—the child's problems in school or at home.
[x] Asks teachers or other caretakers to use harsh physical discipline if the child misbehaves.
[x] Sees the child as entirely bad, worthless, or burdensome.
[x] Demands a level of physical or academic performance the child cannot achieve.
[x] Looks primarily to the child for care, attention, and satisfaction of emotional needs.
The Parent and Child:
[x] Rarely touch or look at each other.
[x] Consider their relationship entirely negative.
[x] State that they do not like each other.
Types of Abuse
The following are some signs often associated with particular types of child abuse and neglect:
[x] physical abuse
[x] neglect
[x] sexual abuse
[x] emotional abuse
It is important to note, however, these types of abuse are more typically found in combination than alone. A physically abused child, for example, is often emotionally abused as well, and a sexually abused child also may be neglected.
Signs of Physical Abuse
Consider the possibility of physical abuse when the child:
[x] Has unexplained burns, bites, bruises, broken bones, or black eyes.
(continued)
[x] Has fading bruises or other marks noticeable after an absence from school.
[x] Seems frightened of the parents and protests or cries when it is time to go home.
[x] Shrinks at the approach of adults.
[x] Reports injury by a parent or another adult caregiver.
Consider the possibility of physical abuse when the parent or other adult caregiver:
[x] Offers conflicting, unconvincing, or no explanation for the child's injury.
[x] Describes the child as "evil," or in some other very negative way.
[x] Uses harsh physical discipline with the child.
[x] Has a history of abuse as a child.
Signs of Neglect
Consider the possibility of neglect when the child:
[x] Is frequently absent from school.
[x] Begs or steals food or money.
[x] Lacks needed medical or dental care, immunizations, or glasses.
[x] Is consistently dirty and has severe body odor.
[x] Lacks sufficient clothing for the weather.
[x] Abuses alcohol or other drugs.
[x] States that there is no one at home to provide care.
Consider the possibility of neglect when the parent or other adult caregiver:
[x] Appears to be indifferent to the child.
[x] Seems apathetic or depressed.
[x] Behaves irrationally or in a bizarre manner.
[x] Is abusing alcohol or other drugs.
Signs of Sexual Abuse
Consider the possibility of sexual abuse when the child:
[x] Has difficulty walking or sitting.
[x] Suddenly refuses to change for gym or to participate in physical activities.
[x] Reports nightmares or bedwetting.
[x] Experiences a sudden change in appetite.
[x] Demonstrates bizarre, sophisticated, or unusual sexual knowledge or behavior.
[x] Becomes pregnant or contracts a venereal disease, particularly if under age 14.
[x] Runs away.
[x] Reports sexual abuse by a parent or another adult caregiver.
Consider the possibility of sexual abuse when the parent or other adult caregiver:
[x] Is unduly protective of the child or severely limits the child's contact with other children, especially of the opposite sex.
[x] Is secretive and isolated.
[x] Is jealous or controlling with family members.
Signs of Emotional Maltreatment
Consider the possibility of emotional maltreatment when the child:
[x] Shows extremes in behavior, such as overly compliant or demanding behavior, extreme passivity, or aggression.
[x] Is either inappropriately adult (parenting other children, for example) or inappropriately infantile (frequently rocking or head-banging, for example).
[x] Is delayed in physical or emotional development.
[x] Has attempted suicide.
[x] Reports a lack of attachment to the parent.
Consider the possibility of emotional maltreatment when the parent or other adult caregiver:
[x] Constantly blames, belittles, or berates the child.
[x] Is unconcerned about the child and refuses to consider offers of help for the child's problems.
[x] Overtly rejects the child.
_______________________________________
National Clearinghouse on Child Abuse and Neglect Information
Phone: (800) 394-3366 or (703) 385-7565
This material may be freely reproduced and distributed. However, when doing so, please credit the National Clearinghouse on Child Abuse and Neglect Information (2003) | <urn:uuid:9c89e389-ddf0-412d-8b9c-27107206fde2> | CC-MAIN-2018-51 | https://www.ctclearinghouse.org/customer-content/www/topics/recognizing_child_abuse_and_neglect_041505.pdf | 2018-12-18T20:20:21Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00290.warc.gz | 826,071,602 | 1,297 | eng_Latn | eng_Latn | 0.996578 | eng_Latn | 0.996707 | [
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Appendix
End of project reflections provided by members of the Bournemouth University Sports Faculty Team:
At the conclusion of the project, the client, Alan Mercel-Sanca, asked team members to provide a few words each about what they had learned about the topics they had covered and experience they had gained in completing the report. The responses below show how invaluable the experience was for all of the team members, who had previously no direct awareness of the actual nature and sources of the problems of homophobic and anti-LGBT prejudice in sports and schools contexts, far less its psychologically and socially harmful impacts upon its victims and the broader sports and educational contexts that it takes place in.
---------------------------------------------------
I think over the course of the project what I personally learnt was how significant the problem is within society, which is something that most people, myself included when the project begun, do not realise. The amount homophobic language is used within a sporting environment is huge, and the most concerning point is that the vast majority of people do not see it as a problem and don't see what they are saying is wrong, which is arguably the most worrying problem we encountered because this makes the issue even harder to tackle. This attitude is something that needs to be tackled, ideally through education, in order to change current behaviour.
Also from the focus group especially, the lack of punishment and education on the subject was something that surprised myself, because the majority of the participants had received little education on the subject and punishment when using inappropriate language. I think it is a subject which education overall attempts to avoid which is the most significant cause to why homophobic language and homophobia is so common today. So before this topic is challenged, openly discussed and explained to children at a younger age it is going to be very difficult to make progress on homophobia and homophobic behaviour.
---------------------------------------------------
My experiences from the project were as follows:
I learned that homosexuality still appears to be a taboo subject in society today. I also noticed that homophobic terms were used a lot in everyday life. this wasn't something I had noticed before but the project has made me more aware of. I think if I was to do the project again I would have dedicate a lot more time to collecting data as the most changing aspect was actually getting people to fill out the questionnaire and talk to us.
---------------------------------------------------
My main personal reflection over the project, is actually being aware off the issue itself, before I was one of the people who didn't really see it as an issue, where as with this project I can completely see how much of a problem it is right now. Especially within schools, it is a widespread problem and every day I now pick up on terms being said and think to myself, that shouldn't be said in that way. Also I was surprised with the lack of support given to the cause of combating homophobia by the likes of the FA and other NGB's.
---------------------------------------------------
It was a pleasure working with you on the project researching issues around homophobia in sport. I feel that the subject of homophobia in sport is very current at the moment and I'm glad I had an opportunity to get involved in this research. In terms of the recommendations for schools and sports club on how to tackle the problem, I feel that it was quite a discovery that majority of teachers and coaches do not treat the problem of homophobia with any seriousness. This really opened my eyes on how big this problem actually is. When interviewing participants I realized that similarly to them, I sometimes use homophobic terms without really realizing that some phrases may cause a lot harm and offence to individuals who belong to LGBT community. I feel that now after I conducted this research I actually started to monitor myself not to use homophobic phrases and when I observe my friends doing so, I mention it to them so that they can be aware about it too. Overall I feel that I benefited from taking part in this research to a great extent.
---------------------------------------------------
Researching into homophobia in sport was a very interesting project and when analysing the results I was shocked at how prevalent it is in society today. The most surprising element discovered was how many individuals use homophobic terms on a daily basis in a non-homophobic manner. Homophobic terms today seem to have more of a multi-use for the word which needs to be identified correctly to the public. I very much enjoyed the project and hope our team have made a contribution to any future action to help tackle the issue of homophobia.
---------------------------------------------------
Thank you very much for giving us the opportunity to work with you on this project, it really has been an interesting and educational experience. I would say that what I have taken away from this the most is that there is still, very much, a culture of homophobia that exists within our society. What I found most interesting, however, is that many people are not aware that this culture exists. Many of our participants admitted to hearing or using homophobic terms but didn't see it as being offensive. I think this is especially true in schools where terms such as 'you're gay' are thrown around so much without the pupils giving a second thought as to what they are actually saying. Obviously, these terms do cause offensive and I believe it is the schools' responsibility to properly educate their pupils so that they understand the effect these terms can have on people. | <urn:uuid:07e8feb2-3a7d-46e5-b76a-992763bf3592> | CC-MAIN-2018-51 | http://ahs-exhibition2012.co.uk/pdfs/End%20of%20project%20reflections%20-%20Appendix.pdf | 2018-12-18T18:51:55Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00291.warc.gz | 9,089,750 | 1,067 | eng_Latn | eng_Latn | 0.999552 | eng_Latn | 0.999539 | [
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TheRevisionGuide.com
Accelerating your potential…
Economics Revision Worksheet
A2 Economics Monopolistic Competition
Worksheets by: Apsara Sumanasiri
Student Name : ……………………………………………
Date: …………………….
TheRevisionGuide® (www.TheRevisionGuide.com) is a free online resource for Economics and Business Studies.
Don't forget to visit our website as part of your revision.
WORKSHEET
Revision Topic : Market Structures : Monopolistic Competition
Question 1
A firm in long run equilibrium in monopolistic competition will :
A make only normal profit and be allocatively efficient.
B make only normal profit and be allocatively inefficient.
C make supernormal profit and be allocatively efficient.
D make supernormal profit and be allocatively inefficient.
E make supernormal profit and be technically inefficient.
Question 2
A firm in long run equilibrium under monopolistic competition will exhibit :
A allocative but not productive efficiency.
B productive but not allocative efficiency.
C neither productive nor allocative efficiency.
D supernormal profits.
E both allocative and productive efficiency.
Question 3
Which of the following industries has characteristics closest to the model of monopolistic competition?
A National newspapers.
B Coal mining.
C Banking services.
D Hairdressing.
E Pharmaceuticals.
Question 4
Which of the following characteristics will hold for a firm in long run equilibrium under monopolistic competition?
Efficiency
Profit
Question 5
Firms in the UK hairdressing market are best described by the model of monopolistic competition. Which of the following will be true for such a firm in long run equilibrium?
Question 6
An Indian restaurant operates in a monopolistically competitive market. The restaurant is likely to :
A have a wide choice of dishes and develop customer loyalty.
B operate at the output which gives the lowest cost per dish;
C collude with other Indian restaurants and make supernormal profits in the long run.
D charge a price equal to the cost of the ingredients.
E offer identical menus to other Indian restaurants and set the same prices.
Question 7
Minicab taxi firms are best described by the model of monopolistic competition. Which of the following will be true for such firms in long-run equilibrium?
Question 8
Which of the following markets has characteristics closest to the model of monopolistic competition?
A Household water supply.
B Rail services.
C Banking services.
D Window cleaning services.
E Supermarkets.
Question 9
The UK market for plumbing services is characterized by many small firms, product differentiation and low entry and exit barriers. Form this it can be deduced that :
A the market structure is an oligopoly and firms often collude on setting a price for fixing leaking pipes.
B the market structure is perfect competition and firms set the same price for plumbing services in the long run.
C the market structure is monopoly as firms achieve supernormal profits in both the short run and in the long run.
D the market structure is highly concentrated and firms achieve significant economies of scale in the purchase of pipes for plumbing.
E the market structure is monopolistic competition and firms achieve only normal profits in the long run. | <urn:uuid:27edfd80-b571-40a5-abb3-8547ac9d8eef> | CC-MAIN-2018-51 | http://therevisionguide.com/wp-content/uploads/2014/06/EC3_WS9_Monopolistic-Competition.pdf | 2018-12-18T19:59:32Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00291.warc.gz | 282,320,766 | 640 | eng_Latn | eng_Latn | 0.955254 | eng_Latn | 0.996798 | [
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Cover Crops
- A variety of cover crops can be used to meet the needs of a grower's operation.
- Management considerations such as planting method and harvest timing and method should be considered for each cover crop species.
- The fit of a cover crop in cash crop rotation and government support should be researched before selecting cover crop species.
Benefits of Planting Cover Crops
Various cover crops bring different attributes to a farming operation. The potential benefits of cover crops combined with how they fit into a cropping rotation are the first items to consider when evaluating the use of cover crops.
infiltration and reduce runoff and erosion. Quick above-ground growth of various cover crop species can help prevent soil erosion caused by rain drops hitting bare soil (Figure 1).
Nitrogen (N) Source. Legumes, such as hairy vetch and crimson clover, have the ability to supply N for the cash crop grown after them. 2 Legumes convert N gas from the air into N that is plant available. Crops grown in fields following legumes can utilize 30 to 60 percent of the N that the legume produced, depending on the legume, its growth stage, and if tillage is used. 1,2
Nitrogen Scavenger. Cover crops that are N scavengers can help reduce the amount of N available for leaching into ground water. N scavengers can take up and store excess N, which can be released at a time closer to when the cash crop can utilize it. Deep-rooted cover crops can scavenge N that is deep in the soil profile and bring it to the surface. Non-legumes with fibrous root systems, such as cereal rye, various brassica species, and oats are often good N scavengers.
Soil Builder. Soil structure can be improved as a result of the additional organic matter produced by cover crops. In the Cover Crops Decision Tool (CCDT), the soil building characteristic is defined as the ability of a crop to produce organic matter and improve soil structure. This characteristic
Weed Fighter. Cover crops can compete with weeds for light, nutrients, and moisture. A good stand of cover crops or their residue can block light from reaching the soil surface. As a smother crop, cover crops can suppress persistent weeds by competing for water and nutrients.
Good Grazing. Several of the common cover crops can be utilized for grazing. Cover crops can be especially valuable where they continue to grow and provide grazing land into the early winter. Some of the potential nutrient benefits for the cash crop could be diminished where cash crops follow grazed cover crops.
Rapid Growth. Weed control and reduction of soil erosion are aided by quick growth of cover crops. Post-harvest is a great time to start a quick-growing cover crop. Soil benefits can still be realized before a killing frost.
Lasting Residue. When cover crops have long lasting residue, they are more likely to help provide weed control and retain soil moisture. The timing of when the cover crop is killed greatly influences the rate of residue degradation. Generally, if a cover crop, such as cereal rye, is killed in the vegetative stage the residue decomposes fairly quickly, often in approximately 30
assumes the cover crop will be regularly involved in the crop rotation. If no-till practices are utilized, cereal rye can be a good soil builder due to its abundant residue which contributes to organic matter and helps conserve soil moisture. Sorghum sudangrass can add carbon in no-till situations; however, tillage negates any carbon addition. 2 Radishes have deep penetrating roots to help break up compaction, thereby aiding soil health.
Erosion Fighter. Cover crops can help reduce erosion in several ways. Extensive and quickly developing root systems can help improve water
Cover Crops
days. If killed closer to maturity, the residue can be much longer lasting. 2
Interseed with Cash Crop or Other Cover Crop. Certain species of cover crops can make good companion crops. For example, oats can aid in the establishment and overwintering of slow growing fall-seeded legumes. 2 Cover crops should be evaluated as a companion crop considering pest and agronomic factors that could affect growth of cash crops.
Planting/Seeding Cover Crops
Many cover crops (single and mixtures) should be seeded in the late summer or early fall for the most reliable establishment. Very early spring-seeding (dormant) is an option for cover crops such as spring oats and annual ryegrass. Frost-seeding is an option for a few cover crops such as spring oats, annual ryegrass, red clover, and sweet clover. Frost-seeding is when the seed is spread onto ground that has been 'honeycombed' by the freeze and thaw cycles. The seed drops into the cracks and germinates as the temperatures warm up in the spring. 1 Individual cover crops should be evaluated for 'freeze risk to establishment' with the Cover Crop Decision Tool (CCDT) found at the Midwest Cover Crop Council (MCCC) website (www.mccc.msu.edu). The CCDT can also be used to determine seeding rates, seeding depth, and feasibility of interseeding with existing crop.
Removal of Cover Crop
Removal Methods. Cover crop species differ in their ability to survive winter conditions. For those that survive the winter, removal can often be accomplished with an application of a non-selective herbicide, and/or through tillage. Herbicides are often the preferred removal method compared to tillage, as tillage can decrease some of the benefits of the cover crop. Always read and follow label directions. It is important to make sure the application timing and rates are compatible with your weed management plan and the cash crop to be planted next.
Timing. Different cover crops should be removed at different times. This will help maximize benefits while minimizing potentially negative effects the cover crop can have on the cash crop that is to be planted. To help manage the seed bank, the cover crop should generally be removed prior to it setting seed. For more details about terminating a cover crop, please contact your local Extension agent, agronomist, or cover crop seed provider.
Other Issues to Consider
Some states have programs including conservation with cover crops and demonstrations of cover crop use through the local offices of the Natural Resources Conservation Service. As for crop insurance, if cover crops will be planted, regardless if they are grazed, baled, or otherwise, it is important to contact a crop insurance provider to obtain the rules and regulations that deal with insuring a cash crop such as corn or soybeans when a cover crop is closely involved in the rotation.
Resources
The MCCC has a wealth of information regarding several aspects of cover crops, including the CCDT, which can help identify cover crop choices for an operation and provide agronomic recommendations for establishment. Understanding the agronomics of cover crops can help increase the utility of the benefits the CCDT has to offer.
Please contact the local Extension agent, agronomist, or cover crop seed provider for more detailed information.
1 Clark, Andy. 2007. Managing cover crops profitably. 3rd edition. Sustainable Agricultural Network, Beltsville, MD, Handbook Series 9. http://www.mccc.msu.edu (verified 10/292013) 2 Plumer, M. 2012. Dec. Personal Communication. Southern Illinois Round Table Discussion.
For additional agronomic information, please contact your local seed representative.
Individual results may vary, and performance may vary from location to location and from year to year. This result may not be an indicator of results you may obtain as local growing, soil and weather conditions may vary. Growers should evaluate data from multiple locations and years whenever possible. Leaf Design® is a registered trademark of Monsanto Company. All other trademarks are the property of their respective owners. ©2013 Monsanto Company. 11072013SEK | <urn:uuid:fe77d218-fb6e-4c76-8371-6300de983d02> | CC-MAIN-2018-51 | http://www.proharvestseeds.com/files/agronomic/Covers_Crops/cover-crops.pdf | 2018-12-18T18:52:39Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00292.warc.gz | 464,799,410 | 1,631 | eng_Latn | eng_Latn | 0.99607 | eng_Latn | 0.996048 | [
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Develop an Oral Care Regimen at home
The best way to keep your pet's teeth clean is by brushing daily with a pet toothpaste and toothbrush. Pet toothpastes come in flavors that your pet may find enjoyable such as chicken, beef, peanut butter, malt, seafood and vanilla. If your pet enjoys the flavor of the toothpaste then he will probably enjoy the brushing experience.
A Guide to Brushing Your Pet's Teeth
1. The first thing you should do is find a flavor of toothpaste your pet will like. Place some on your finger, a treat, or a toy, and offer it to your pet. This way your pet will get used to the flavor of the toothpaste and realize it can be a yummy reward.
2. Next, put a little bit of the toothpaste on the toothbrush and let your pet lick it off. This will help him get used to the feeling of the bristles on his tongue, gums and teeth. He will slowly realize that even though the brush may feel different, it is nothing to be scared of.
3. Once your pet is comfortable licking the toothpaste off of the toothbrush without hesitation, try brushing the front teeth in a circular motion.
4. If your pet is comfortable having your fingers and toothbrush around his mouth, try brushing the teeth further to the back in a circular motion. Try to spend at least 30 seconds on each side. Many dogs can be trained to brush the inside of the teeth as well. A toy or chew object can help keep the mouth propped while brushing occurs.
Important Tips
- Use pet toothpaste, NOT human toothpaste as this can be harmful to your pet when swallowed.
- Use lots of positive reinforcement or brush teeth before a meal to make it an enjoyable experience for you and your pet.
- Put the toothpaste and toothbrush somewhere where you will see it every day — next to their food, next to the leash, or on the coffee table. That way it will become part of your daily routine.
- Go slow — every pet is different and will go through the steps at his own pace. Some will take a few days to get used to this new experience; some will take a few weeks. Stay committed, dedicated and patient.
If brushing your pet's teeth is not possible, or you want to incorporate different products into your home care regimen, then talk to your veterinary care professional about oral gels, barrier sealants, rinses, water additives, dental diets and dental chews. Make sure to discuss any new products with them before trying them on your pet. The Veterinary Oral Heath Council (VOHC) approves products that have been proven to fight plaque and tartar buildup. Look for the VOHC's seal of approval as a guide for products that have met their standards.
5815 80
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Daviess County Public Schools
www.Facebook.com/DaviessCountyPublicSchools
YouTube: DCPSTV
Superintendent Matt Robbins firstname.lastname@example.org Phone 270-852-7000
1622 Southeastern Parkway Owensboro KY 42303 www.dcps.org
Twitter: @dcpsKidsFirst
November 6, 2018
PHOTOGRAPH PROVIDED
AHS FFA places 17 th in nation
Four members of the Apollo High School FFA chapter qualified to represent Kentucky in national competition in a career development event at the 91st annual National FFA Convention and Expo in Indianapolis on Oct. 24-27.
Ella Clapacs, Katelen Long, Faith Payne and Cara Storm competed in the category of agricultural sales, placing 17th in the nation.
Agricultural sales is one of 25 career and leadership development events and includes job skills in areas such as communication and mechanics. The AHS team collaborated to develop a plan for a variety of customers, then utilized their skills to gather information to sell a pre-selected product to one of the customer types. Members are also assessed on a written examination on knowledge of sales principles.
The program is designed to encourage skills such as critical thinking, communication and effective performance that are essential in the competitive job market.
The AHS FFA chapter earned a Silver Rating at the national convention.
The team competed in December 2017 at the Green River Region Ag Sales Contest at Murray State University, where they won first place. They advanced to the state competition in Lexington in June, competing against teams from 11 other regions, placing first in the state and advancing to the national contest.
Chapter advisors are Debbie Muse, Matt Johnson and Aaron Tucker. "The purpose of the National FFA Agricultural Sales Career Development Event is to evaluate and demonstrate skills that are essential for an individual to be successful in the Agricultural Sales field," Muse said. "The AHS FFA team developed verbal, written and interactive communication skills and learned the benefit of building rapport with people – skills which they can carry through life that will help them be successful in the career world."
Note to media – For more information, contact Debbie Muse at email@example.com or 270-852-7118.
Photo identification: Pictured from left: AHS FFA advisor Matt Johnson, Cara Storm, Katelen Long, Ella Clapacs and Faith Payne
For more information, contact DCPS Public Information Officer Lora Wimsatt (270) 852-7000 ext. 215 firstname.lastname@example.org
Board of Education: Dr. Tom Payne • Frank G. Riney III • Dale Stewart • Todd Anderson | <urn:uuid:eff14dfe-7232-4a79-9952-d56af11d9bf8> | CC-MAIN-2018-51 | http://www.daviesskyschools.org/userfiles/1710/my%20files/dcps%20press%20releases/ahs%20ffa%20-%20regional%20state%20national%20results.pdf?id=41126 | 2018-12-18T20:27:41Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00292.warc.gz | 373,098,484 | 569 | eng_Latn | eng_Latn | 0.985476 | eng_Latn | 0.985476 | [
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Irruption Excitement
In the world of North American birding, "irruption" refers to a winter in which northern, boreal species are pushed southwards to find food. This happens when there is a poor seed crop in Canada. It is an infrequent event, but we are now in the winter of such a year. If you have functioning feeders, it will serve you well to keep a sharper eye open for boreal species, most of which are in the finch family. Several years may pass before these birds come south again.
birds resemble our resident House Finches. The older males are much more deeply red-purple than the House Finches. They have a pronounced red head over their eye and no brown streaking below their wings, as House Finches do. Male House Finches also have brown in their faces, around and below the level of their eyes. Male Purple Finches have a dark patch behind the eye, but are much redder in the face, with no brown there.
Nuthatches: One non-finch is the attractive cousin to our resident White-breasted Nuthatch, the Red-breasted Nuthatch. These nuthatches prefer spruce and fir forests, and so are found in the Berkshires and White Mountains locally. "Fir tree" here is a reference to trees in the same family as the balsam fir that we see in Christmas tree lots, but not growing naturally in eastern Massachusetts.
Dolan Pond, and in the coniferous woods along the Charles River in Auburndale. Their calls are shorter and more nasal sounding than our larger White-breasted Nuthatches. Their vocalizations are often described as "yank-yank" noises. They usually call more repeatedly than our resident nuthatches. One site on the web where their calls can be heard is https://birdsna.org/Species-Account/bna/species/rebnut/ introduction.
This year the Redbreasted Nuthatches are around Newton in large numbers. One good way to locate them, other than watching them come to your feeders, is to listen for them in our open spaces, such as Nahanton and Cold Spring Park,
As you see, these birds are seriously cute. They crawl up and down vertical tree trunks as well as along branches, calling and gleaning insects as they go. They are often in small groups, a pair or three. They may hang out with a flock of Black-capped Chickadees, Tufted Titmice, and our resident nuthatches, which know the locations of the good, local food sources. In conifers these nuthatches will often feed near the ends of branches, in clusters of cones where they probe and eat the seeds.
Finches: Among the finches we are seeing in greater numbers is the Purple Finch. These
The first year male Purple Finches have the same plumage as the females and are brown, streaky birds, like sparrows. The way to pick out the female Purple Finches is to look for the large white "supercilium," the white line over their eyes. This takes the place of the red over the eyes of the older males. If you have House Finches coming to your feeders, watch for the colorful outlier among them. These birds do breed in Massachusetts but not in Newton. They breed on Plum Island to our north, for instance. You might see them on a walk or at your feeders this winter.
Redpolls: A third boreal species is the exquisite little Common Redpoll. These look like little sparrows until you look closely and notice the brilliant red forehead and the dark area around the beak. They have a much frostier
and an ear open. Their calls are somewhat like American Goldfinch calls but are more rolling and often occur as a group cacophony. Goldfinches are more solitary callers.
look than sparrows. They might come to thistle feeders, especially if the seed is spilled onto the ground underneath the feeder. They also love to eat the catkins of birch trees. So if you walk in an area where there is a grove of birch trees this winter, keep an eye out
The Common Redpolls nest in the far north, from the southern end of Hudson Bay in Ontario, across northern Canada and into the northern half of Alaska. During most winters, the farthest south they get is the northern tier of the United States.
Crossbills: Another couple of species that are around Massachusetts this year are the Red Crossbills and the White-winged Crossbills. These birds have beaks that appear to be deformed. The upper and lower mandibles are crossed, and they use these unusual beaks to expertly and efficiently extract seeds from the cones of evergreen trees. They grasp a cone like a parrot might grab a piece of fruit, and wrestle the seeds out. They end up in contorted positions as they focus on extracting seeds.
decided that the one subspecies found in southern Idaho should be viewed as a separate species, the Cassia Crossbill
The Red Crossbills fascinated Charles Darwin as there are three closely related species in Europe. The different species have slightly different beaks and favor different types of cones. Darwin was interested in them as examples of a single species that had recently evolved into three species. In North America we still have most of them classified as subspecies rather than distinct species. The American Ornithological union has recently.
The different Red Crossbill subspecies cannot be reliably separated visually. One must record their calls to identify them. This can be done with the video on a smartphone. We have 11 different subspecies, if you include the Cassia Crossbills, in North America. These birds may fare well in an era of climate change, as they have so many adaptations to different food sources. If climate change causes evolutionary stresses on populations of Red Crossbills, their ability to modify their beaks will be a distinct advantage.
The White-winged Crossbills have a much more uniform genetic makeup. There is only one species in North America. There is also just one species in Eurasia, in contrast to the Red Crossbills. They are very nomadic and move large distances to find plentiful cone crops of spruce, tamarack, and hemlock. Because of this behavior, we might see lots of them in January and none in February. Down south here in Newton they will also eat white pine seeds. These birds will breed at any time of year, only depending on whether there is a big enough local cone crop to nourish the female in producing eggs and raising the young.
The crossed beaks are great for prying cone scales apart and then gaining access to the seeds at the bases of the scales. This is a disadvantage in eating the seeds of grasses and sedges. White-winged Crossbills do eat these other seeds but are much less efficient at this activity than the more ordinary finches like American Goldfinches, Dark-eyed Juncos, and House Finches.
Pine Grosbeak: Yet another boreal finch that is being seen in Massachusetts this year is the larger Pine Grosbeak. These birds are seen less than the other
eat fruits like crabapples as well as mountain ash fruits, birch catkins and rose hips. They have a varied diet and so are less likely to be forced southwards by a scarcity of one sort of food. They are primarily vegetarians. Even though they are called grosbeaks, they are not closely related to our colorful Rose-breasted Grosbeaks, which are with us during the summer months. The red bird below bottom left, is a male; the gray bird above is a female eating local crabapples.
birds mentioned here as they are more northern in their breeding habitat and tend to overwinter in the same general latitude as their breeding places. They are quite tame when you do see them. They take no notice of humans walking close to them to take pictures. They will
Evening Grosbeak: A final boreal finch for us to mention is here in Massachusetts this winter, the Evening Grosbeak. These are striking gray and yellow birds. The males resemble a large goldfinch. You can see in the photo that the name grosbeak is quite apt.
Note the yellow supercilium over the eye of the male and his big, white wing-patch. This picture was taken in eastern Massachusetts during November. There were as many as 50 of these grosbeaks coming
Adult Evening Grosbeak Male
PHOTO: WIKIMEDIA COMMONS
to some feeders where they will often go to the area under the feeders and eat seeds there. Up in the nearby trees they will eat buds at the end of the branches and insects, if they can find them. In flocks they have a buzzy, quiet call note that might be described as "sheer." They breed north of us and will stay as resident birds in those latitudes as long as there is ample food. This year, however, there is a shortage of food up north.
Enjoy a healthy walk into Newton's open spaces this winter but be sure you use Yaktrax or stabilicers if conditions get too icy.
If you want to direct your walks to some of the boreal birds, there will be timely information on the American Birding Association's MassBird website.(birding.aba.org/maillist/ MASS). ◆
` Pete Gilmore
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text: Chapter 4.3
11-Displaying Data
ECEGR 101
Engineering Problem Solving with Matlab Professor Henry Louie
Overview
* disp
* fprintf with a single variable
* fprintf with multiple variables
* fprintf with an array
2
Output
* To output a value
[x] Type the variable and omit the semicolon
[x] Use disp to output a value on the screen
[x] Use fprintf to output a value on the screen or to a file
Dr. Henry Louie
disp Function
* Used to display the contents of a variable without displaying its name
* Can be used simply to display text
Only one variable can be displayed with the disp function
3
4
Example
Dr. Henry Louie
5
fprintf Function
* Used to display formatted text and numerical data on the screen or save it to a file.
* Displaying text: fprintf('text typed as string')
* Special characters:
```
\n start a new line (escape character) \b backspace \t horizontal tab
```
Dr. Henry Louie
6
fprintf: displaying text and data
Displaying text with numerical data:
fprintf('text %-12.5f additional text', variable_name)
Formatting string: controls the appearance of the data. Specifies the alignment, significant digits, and field width.
name of the variable to be displayed
Dr. Henry Louie
8
fprintf: variable placement
* % controls where the variable is placed
* Examples:
Dr. Henry Louie
10
fprintf: optional flag
* Optional flag field
- Left justified within the field.
+ Prints a sign character (-/+) in front of the number.
0 Adds zeros if the number is shorter than the field.
Dr. Henry Louie
fprintf: field width and precision
* Number of characters allocated to the variable and precision can be controlled
* Examples
MATLAB decides field width
and precision
Dr. Henry Louie
12
11
Fprintf: notation
* Notation can be controlled
```
d or i - decimal f - fixed point e or E – exponential s - string %-12.5f
```
Dr. Henry Louie
fprintf: conversion character
```
d or i - decimal (as opposed to binary, octal, hex, etc) Example: 1.2568e+001 f - fixed point (no exponents) Example: 12.5678 x = 12; >> fprintf('the number is = %10.2d', x) the number is = 12 >> fprintf('the number is = %10.2f', x) the number is = 12.00 e or E – exponential Example: 1.2568e+001 or 1.2568E+001
```
Dr. Henry Louie
13
14
Example
Dr. Henry Louie
Example
Let MATLAB select the number of characters.
Display the number in an 8-character field, with two places after the decimal point.
Dr. Henry Louie
16
Use as many characters as required.
Display the number in a 6character field.
Display the number in a 6-character field and left justify it in the field.
Fill the rest of the field with zeros.
15
Displaying Several Variables
Several variables can be printed out using one fprintf statement.
Dr. Henry Louie
17
Exercise
Enter the following commands to note how the data is displayed:
```
>> x = 5; >> fprintf('the answer is: %d',x); >> fprintf('the answer is: %d\n',x); >> fprintf('the answer is: %f\n',x); >> fprintf('the answer is: %e\n',x);
```
Dr. Henry Louie
18
Exercise
```
>> format compact >> x = 5; >> fprintf('the answer is: %d\n',x); the answer is: 5 >> fprintf('the answer is: %f\n',x); the answer is: 5.000000 >> fprintf('the answer is: %e\n',x); the answer is: 5.000000e+000 d or i - decimal f - fixed point e or E - exponential g - the shorter of e or f
```
Dr. Henry Louie
19
Exercise
Enter the following commands to note how the data is displayed:
```
>> x = 5; >> fprintf('the answer is: %10d\n',x); >> fprintf('the answer is: %10.5f\n',x);
```
Dr. Henry Louie
20
10
fprintf with arrays
fprintf can be used to display an array (default reading order is columns first, then rows).
Text is repeated for each entry
Dr. Henry Louie
21
fprintf with arrays
To display multiple columns (x, y and z) you first generate a matrix w as follows:
```
>> x = 1:5; >> y = 10:10:50; >> z = linspace(2,40,5); >> w = [x; y; z]
```
```
x = 1 2 3 4 5 y = 10 20 30 40 50 z = 2 11.5 21 30.5 40
```
w =
```
1.0000 2.0000 3.0000 4.0000 5.0000 10.0000 20.0000 30.0000 40.0000 50.0000 2.0000 11.5000 21.0000 30.5000 40.0000
```
Dr. Henry Louie
22
11
```
w = 1.0000 2.0000 3.0000 4.0000 5.0000 10.0000 20.0000 30.0000 40.0000 50.0000 2.0000 11.5000 21.0000 30.5000 40.0000 x y z
```
```
>> fprintf('\n%5d %5d %-5.2e', w) Then use the fprintf command as follows:
```
which prints out the matrix as follows:
1 10 2.00e+000
2 20 1.15e+001
3 30 2.10e+001
Matlab prints column by column, so
4 40 3.05e+001
5 50 4.00e+001
x y z
Dr. Henry Louie or in other words:
a column will end up as a row a row will become a column
23
Exercise
Generate a script that converts from the English unit of feet to the metric unit of meters. The display of the result to the command window should look like:
where the value 11.4 was entered by the user.
Dr. Henry Louie
24
12
Exercise
```
% Exercise % Convert feet to meters % Ask the user for input clc feet = input('Enter the value of length in feet:'); % Convert feet to meters meters = feet*0.3048; % Print the result on the screen fprintf('%4.2f ft = %4.2f meters\n\n', feet, meters);
```
Dr. Henry Louie
25
Exercise
Write a MATLAB script that asks the user to input a time in seconds since the start of the day (this value will be somewhere between 0 and 86,400), and prints time in the form HH:MM:SS using the 24-hour clock convention.
Use the proper format converter to ensure that leading zeros are preserved in the MM and SS fields.
Dr. Henry Louie
26
13
Exercise
Dr. Henry Louie
Exercise
```
% Exercise % Convert seconds to HH:MM:SS % Ask the user for input clc secondsINPUT = input('Enter seconds:\n\n'); % Convert seconds to hours hoursOUTPUT = floor(secondsINPUT/(60*60)); secondsINPUT = secondsINPUT - hoursOUTPUT*60*60; % Convert the reminder to minutes minutesOUTPUT = floor(secondsINPUT/60); secondsOUTPUT = secondsINPUT - minutesOUTPUT*60; % Print the result on the screen fprintf('\nHH:MM:SS %02d:%02d:%02d\n\n', hoursOUTPUT, minutesOUTPUT, secondsOUTPUT);
```
Dr. Henry Louie
27
28
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SHOW ME YOUR ACES!!!
nswer the teacher's question in the form of a sentence:
A biochemist is someone who studies biological processes to understand how and why chemical reactions occur.
ite an example:
1C Some biochemists, such as Michelle Chang, study chemical processes on microbes useful in creating new types of biofuels.
xplain/elaborate/expand upon your example:
1E Michelle Chang investigates new ways to make clean, renewable alternatives to fossil fuels. Her main focus is to bioengineer microbes that can break down a very tough compound found in nature called, lignin.
2C In addition to making new biofuels, other biochemists do basic research on the safety of new medical devices and food, like the agricultural feedstock and chemistry industry.
2E The agricultural feedstock and chemical industry evaluated resources such as palm oil and sugar cane and creates partnerships between agricultural resource owners, technology providers, and chemical manufacturers in order to help provide feedstock to markets.
ummarizing statement:
A biochemist studies chemical processes in an effort to understand the chemistry of all living things.
Completed Paragraph:
A biochemist is someone who studies biological processes to understand how and why chemical reactions occur. Some biochemists, such as Michelle Chang, study chemical processes on microbes useful in creating new types of biofuels. Michelle Chang investigates new ways to make clean, renewable alternatives to fossil fuels. Her main focus is to bioengineer microbes that can break down a very tough compound found in nature called, lignin. In addition to making new biofuels, other biochemists do basic research on the safety of new medical devices and food, like the agricultural feedstock and chemistry industry. The agricultural feedstock and chemical industry evaluated resources such as palm oil and sugar cane and creates partnerships between agricultural resource owners, technology providers, and chemical manufacturers in order to help provide feedstock to markets. In brief, A biochemist studies chemical processes in an effort to understand the chemistry of all living things.
ACES Scoring Tool
Focus —Answered the teacher’s question in the form of a sentence
5/5 points
Content—Cited 2 examples (text-based or self-based) explained each
10/10
Organization—Included introduction (A), body (C, E), and conclusion (S)
5/5
Transitions—Used transition words between C and E (first, second, another…) 5/5
CUPS—Capitalization, Usage, Punctuation, Spelling
5/5
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Value pinned on local ecosystem services
Province-wide initiative enjoys broad support
your farm from washing away."
LANGLEY – Nature and water are priceless resources but the David Suzuki Foundation wants to give them a value to stop people from taking them for granted.
"We wanted to describe what are the values nature provides," says Jay Richlin, the foundation's director general, BC and Western region. "It's no longer priceless or worthless, but what is the value?"
Richlin spoke during a tour the Langley Sustainable Agriculture Foundation (LSAF) hosted in May focused on Ecological Services Initiative (ESI) activities in Langley.
The foundation's project is an exploration of payment for ecosystem services (PES) where the benefits people derive from healthy
Rehabilitating compromised riparian areas needs to be recognized for its social value, a concept not lost on Dave Melnychuk and rural property owner Nancy Knott. RONDA PAYNE PHOTO
ecosystems are defined and those who improve these systems are compensated. The research of the David Suzuki Foundation digs into eight services provided by riparian areas: water purification and waste treatment, water flow regulation, erosion regulation, air quality regulation, climate regulation, recreational benefits, species at risk habitat and aesthetic.
"That's, in a nutshell, what we try to do with ecological services with farming," Richlin says. "[Farmers] know that when their land is in good shape, their food is in good shape."
Something like a tree or a forest is hard to put a value on. However, if a forest on a stream bank is destroyed, the costs to reinforce the bank with concrete and other materials can be estimated.
He adds that most farmers have a desire to help with the environment, but cost is a factor. Programs like the ESI help make that funding happen. It helps to close the gap between what the farmer can afford and the work that needs to be done.
Around the world, more than 30 countries are involved with PES organizations. About 70 of the organizations are established enough that the David Suzuki Foundation can use their data to apply to Canadian PES projects. Richlin sees the work of LSAF and ESI in areas such as the Bertrand Creek as being on par with some of the best environmental work globally that helps assign values and preserve ecosystems.
"It's an incredibly valuable test area that you're using," says Richlin. "As this riparian habitat takes hold … it's worth around $2 million a year."
The dollar value is based on the eight services riparian areas provide, and while the value varies due to a range of factors, the fact that a number exists helps define the importance of what's taking place.
"We have to look at the benefits over time," he notes. "All of these [eight services] are real services that can be measured. We've done these types of experiments in all kinds of areas and established values."
Next steps in the David Suzuki Foundation's process will include supporting Farmland Advantage, a five-year research and development project supported by government, the BC Agriculture Council and other organizations.
"Agriculture is one of the places where we feel [PES] will work," he says. "We can tell you how valuable it is to have a bunch of trees to prevent
Advocating for pricing mechanisms for ecological services from various governmental bodies and refining studies for stronger business cases are also on the foundation's agenda.
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JD 2210 20' FOLDING FIELD CULTIVATOR $23,100 | <urn:uuid:4d6c2116-5510-403a-99e9-f5f213ed60ed> | CC-MAIN-2018-51 | https://langleysaf.ca/wp-content/uploads/2018/09/CLBC-AUG-2018-SM-23.pdf | 2018-12-18T19:05:35Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00291.warc.gz | 643,935,586 | 972 | eng_Latn | eng_Latn | 0.995911 | eng_Latn | 0.995911 | [
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Patient Update
Finding relief: Immunotherapy can change your life
Does it seem like your allergy symptoms never stop bothering you? Your life is constantly being disrupted by your runny nose, those itchy, watery eyes and the wheezing that just never seems to go away. But alas, there is relief in sight! A technique called "immunotherapy" or "allergy shots" can help alleviate symptoms caused by allergies.
By participating in and completing an immunotherapy program, you can dramatically reduce your allergy symptoms.
How immunotherapy works
Immunotherapy is an effective vaccination program that can increase your immunity to substances called allergens. Allergens are what trigger symptoms. The program begins by giving injections of gradually increasing amounts of an allergen to a patient over several months.
Allergen immunotherapy works like a vaccination. Through your body's exposure to small, injected amounts of a particular allergen, in gradually increasing doses, your body builds up immunity to the allergen(s) to which you are allergic. This means that when you encounter these allergens in the future, you will have a reduced or very minor allergic response and fewer symptoms.
duced, often for years following discontinuation of therapy.
Benefits of immunotherapy
Allergen immunotherapy treatment is considered when allergy symptoms are moderate to severe, occur throughout most of the year, do not respond adequately to medications, and are triggered by allergens that are not easily avoided, such as pollens or house dust mites.
Patients with "unavoidable" allergens, such as grass or ragweed, may experience the intolerable symptoms such as sneezing, runny nose, itchy and red eyes during the spring and fall. It is impossible, or impractical, for the patient to completely avoid these common, airborne allergens. Although some steps can be taken to relieve symptoms, such as medications and staying indoors, they are only temporary and will not alleviate the condition year round.
If you begin allergen immunotherapy treatment, it is very important to continue your injections on a regular basis until the treatment is completed. Otherwise, the treatment will not be beneficial. Generally, patients receive injections for three to five years or longer. After that, their sensitivity to the particular allergen is re-
ment of the dose given.
The positive side of immunotherapy outweighs the time involved in most cases. For some individuals, immunotherapy can provide relief and a way of life that would never have been possible previously.
The initial treatment is very frequent, resulting in many trips to the allergist/ immunologist office. In addition to this, you will be required to stay in the office for 30 minutes after your injections. This is purely for your safety, as the physician will want you there in case of an adverse reaction to the shot. Some patients also develop swelling at the site of injection. These "local reactions" can be resolved with oral antihistamines, ice packs or an adjust-
If you believe immunotherapy could be beneficial to you, you should be examined by an allergist/immunologist. To find an allergist/immunologist in your area or to find additional information on allergy shots, call the AAAAI's Physician Referral and Information Line at (800) 822- 2762.
Benefits of immunotherapy:
* Reduced symptoms throughout the year
* Less severe reactions when exposed to an allergen
* A more care-free life
For more information on immunotherapy, visit the Patients and Consumers
Center of the AAAAI's Web site, www.aaaai.org. | <urn:uuid:67d8af84-0645-4655-b488-4d8adbecf147> | CC-MAIN-2018-51 | http://www.dentonallergy.com/images/001PE_PU_Immunotherapy_Can_Change_Your_Life.pdf | 2018-12-18T18:46:34Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00291.warc.gz | 361,814,967 | 726 | eng_Latn | eng_Latn | 0.999247 | eng_Latn | 0.999247 | [
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Palisadian-Post
Serving the Community Since 1928
Page 24
$1.50
Thursday, September 11, 2014
◆
Pacific Palisades, California
By ANTHONY MARGULEAS Special to the Palisadian-Post
How I Saved 8,000 Gallons of Water PER Year
Water Usage By the Numbers
Toilets
When I read last month's Palisadian-Post article on how the Palisades is the biggest water guzzler in LA, I was surprised and embarrassed. I decided to take action and met with my plumber to find out simple ways to save water.
The Residential End Uses of Water Study (REUWS) is the largest study of its kind to examine where water is used in single-family homes. Even though it was published in 1999, it is still considered the gold standard for water usage statistics and is cited by organizations, such as the EPA.
A person flushes the toilet an average of 5.05 times per day, according to the REUWS. Today, low-flush toilets use 1.6 gallons per flush while older toilets can use as much as 3.5 to 7 gallons per flush.
Sure, taking shorter showers is one easy solution, but there are many more – especially in older homes. For example, installing a hot water recirculating pump, which we recently did, can help.
Now with the hot water recirculation pump installed, it reduces the wait time for the hot water to about 25 seconds.
The study involved 1,188 households across the U.S. and Canada and tracked how much water they used. The "end uses" included toilets, showers, washing machines, faucets, lawn water-
Tip: Replace water-wasting toilets with a WaterSense labeled model. They use 1.28 gallons per flush or less, are certified to be high performing and can reduce the amount of water a family uses for toilets by 20 to 60 percent.
Tip: Check for leaky toilets. A running toilet can waste about 200 gallons
every day.
Faucets
Tip: Turn off the tap while brushing your teeth or shaving to save more than 200 gallons of water per month.
A bathroom faucet generally runs at 2 gallons per minute.
Washing Machines
In the REUWS, the average household did about one load of laundry per day.
ing and more.
The pumps cost about $1,500 for parts and installation. They can be installed on a conventional water heater as well as a tankless one in a day or less.
My family lives in a two-story home and it would take 2 to 2½ minutes for hot water to get to our upstairs showers. It was frustrating watching all the cold water go to waste. We calculated we were losing about 2 gallons of water a minute.
With a family of six, we will now save over 8,000 gallons of water a year.
Saving 8,000 gallons of water a year may sound impressive, but when you realize that the average American family of four uses 146,000 gallons of water per year or 400 gallons per day, it puts it into perspective that there is a lot more we all can do.
"Many new 1.6 per gallon toilets don't work and take multiple flushes, defeating the purpose, so it is important to find ones that work without multiple flushes," Suit said.
Aaron Suit with Aaron Suit Plumbing, Inc. said he has been installing a lot of recirculation pumps in the Palisades as homeowners realize how much water it can save them. Suit added that another way to save water is to change your toilets.
Tip: Wash only full loads of laundry or use the appropriate water level or load size selection on the washing machine.
According to the study, there's one room in single-family residences that uses the most water – the bathroom. Did you know that your toilet alone can account for 27 percent of your home's total water consumption?
Tip: Invest in a high– efficiency washing machine. Traditional models use 27 to 54 gallons of water per load; water- and energy-conserving models use less than 27 gallons per load.
Outdoors
Tip: Sweep driveways, sidewalks, and steps rather than hosing off.
Of the estimated 29 billion gallons of water used daily by households in the United States, nearly 7 billion gallons, or 30 percent, are devoted to outdoor water use, according to the EPA. In the hot summer months, or in dry climates, a household's outdoor water use can be as high as 70 percent.
Tip: Wash the car with water from a bucket, or consider using a commercial car wash that recycles water.
Tip: If you have a pool, use a cover to reduce evaporation when the pool is not being used.
The study shows that individuals use nearly 70 gallons of water indoors per day. Here are some tips from the EPA to help you lower that number.
Showers
Tip: Replace showerheads with WaterSense labeled models. Replacing just one showerhead can save the average family 2,900 gallons of water. Typically, showers use less water than baths as long as you aren't taking extra long showers.
In the REUWS, the average shower lasted just over 8 minutes and used 17.2 gallons of water. The average flow rate for showers in the REUWS was 2.2 gallons per minute. | <urn:uuid:2d17cc93-4d25-461d-a1e9-3e9ff07369b2> | CC-MAIN-2018-51 | https://amalfiestates.com/wp-content/uploads/articles/8000gallonswater.pdf | 2018-12-18T19:08:08Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00291.warc.gz | 521,235,860 | 1,130 | eng_Latn | eng_Latn | 0.999024 | eng_Latn | 0.999024 | [
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by Michael Grose - No. 1 parenting educator
Is your teenager sleep-deprived?
Sleep research has shown that the brain practises what it has learned during the day when a young person is asleep. So sufficient sleep consolidates past learning as well as keeps a young person fresh to maximise their future learning.
Many teenagers today are sleep deprived because they don't get enough sleep. They need between nine and 10 hours sleep each night, yet most get about seven or eight hours sleep. Some get less.
Sleep deprivation is akin to jet lag, where they don't function at their optimum.
The sleep-wake cycle for teenagers is delayed by up to two hours. That is, they are sleepy later and awake later than when they were children.
Most teens secrete melatonin, which makes them sleepy, around 11.00pm, which makes the time before then a sleepless zone. Children secrete melatonin far earlier than this.
Cortisol, the chemical that wakes them up, is secreted at 8.15am for many teens. It seems the teen brain wants to be asleep just when most have woken up.
One US study found that 20% of teens were asleep in class in the morning, which had catastrophic effects on learning. As a result a number of high schools have delayed the start of school time to accommodate the teen sleep-wake cycle. This enables teens not only to get more sleep but to be at their best (or at least awake) when they are at school.
The results were startling and immediate, including better learning, better behaviour, less fights and fewer kids dropping out of school.
Sleep maximises brain growth, which occurs during adolescence.
Sleep also consolidates learning. Sleep research has shown that the brain practises what it has learned during the day when a young person is asleep. So sufficient sleep consolidates past learning as well as keeps a young person fresh to maximise their future learning.
Sleep experts have noted that children who develop good sleep patterns tend to carry these into adolescence.
Good sleep habits include:
1. Regular bed-times. Kids may fight this, but be regular during the week and let kids stay up a little later on weekends.
2. Have a wind-down time of up to 45 minutes prior to bed. This includes, removing TV and other stimuli, calming children down, and limiting food intake (and caffeine for teens).
3. An established bed-time routine that makes the brain associate behaviours such as cleaning your teeth and reading in bed with sleep.
4. Keeping bedrooms for sleep and not for TV. Bedrooms that resemble caves seem to be recommended.
5. Maximising the three sleep cues of: darkness (cave-like bedroom), lowering body temperature (baths can be good for this) and melatonin (work within their cycle).
Better knowledge of the biology of sleep and of sleep patterns, as well as instigating good habits, will go a long way to helping kids and teens get a good night's sleep.
Sleep tips for teens
1. Allow them to catch up on lost sleep during the weekends.
2. Help your young person schedule their after school activities to free up more time for rest.
3. Discuss ways to limit stimulating activities such as television and computer around bedtime. Encourage restful activities such as reading.
4. Afternoon naps are good ways to recharge their batteries.
5. Make sure they go to bed early each Sunday night to prepare for the coming week.
PO Box 167 Balnarring Vic 3926p+ 61 3 5983 1798f(03) 5983 email@example.com
All rights reserved. For more ideas, support and advice for all your parenting challenges please visit our website.
2014 Michael Grose | <urn:uuid:8c45848d-8300-4b19-8c7f-31358950040b> | CC-MAIN-2018-51 | https://www.nbcs.nsw.edu.au/wp-content/uploads/insights_is-your-teen-sleep-deprived.pdf | 2018-12-18T20:21:30Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00292.warc.gz | 985,108,368 | 772 | eng_Latn | eng_Latn | 0.998934 | eng_Latn | 0.998934 | [
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The Chattanooga Campaign
by Steven E Woodworth; Charles D. Grear
The Chattanooga Campaign November . After their victory at the Battle of Chickamauga, Braggs troops besieged the Union Army in Chattanooga. General The Chattanooga Campaign: Then and Now - Warfare History Network Apr 21, 2014 . UPDATED: The United Auto Workers (UAW), the union which recently lost a vote to unionize Volkswagen employees in Chattanooga, Tenn., Chattanooga Campaign - Wikipedia, the free encyclopedia Following defeat at the Battle of Chickamauga, Union Major General William S. Rosecranss Army of the Cumberland remains besieged at Chattanooga, The Chattanooga Campaign Official Records and Battle(s . Other Names: None. Location: Hamilton County and City of Chattanooga. Campaign: Chattanooga-Ringgold Campaign (1863). Date(s): November 23-25, 1863. Find out more about the history of Battle of Chattanooga, including videos, . for Union General William Tecumseh Shermans Atlanta campaign and march to Missionary Ridge (Chattanooga) - The Illinois Civil War Project The Battle of Chattanooga was fought between November 23-25, 1863, and consisted of two major actions. American Civil War: Knoxville Campaign. 5.
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Chattanooga Campaign Civil War on the Western Border: The . The purpose of this work is to demonstrate the importance of the Chattanooga Campaign. The campaign was important to the war because the Confederate loss United Auto Workers union drops Chattanooga campaign MSNBC ?Oct 11, 2013 . Authors and historians talk about the people, personalities, and progression of the U.S. Civil Wars Chattanooga Campaign in autumn of 1863. Chattanooga campaign - Infoplease The Chattanooga Campaign was a series of maneuvers and battles in October and November 1863, during the American Civil War. Following the defeat of Maj. ?The Chattanooga campaign : with especial reference to Wisconsins . When the Confederates emerged as victors in the Chickamauga Campaign, the Union Army of the Cumberland lay under siege in Chattanooga, with Braxton . The Siege of Chattanooga 1863 Civil War Battle for Chattanooga Nov 22, 2013 . Street view of Chattanooga. Photograph by an unknown photographer, ca. 1865. Like other photographs in this sequence, this one was Chattanooga - The Battle of Chattanooga Summary & Facts . Facts about the Battle Of Chattanooga, an 1863 Civil War Battle of the . During that campaign, Chattanooga became a vital supply hub for Sherman, who was American Civil War: Battle of Chattanooga The Chattanooga campaign took place during a series of battles in October and November 1863. Union victory gave the North control of valuable supply lines Nov 23, 2013 - 4 min - Uploaded by William BechmannThe Chattanooga Campaign was a series of maneuvers and battles in October and November . Battle Summary: Chattanooga, TN - National Park Service After taking charge of the Union's western armies in October of 1863, General Ulysses S. Grant focused on lifting the Confederate siege of Chattanooga, Tennessee, which had been in place since the Battle of Chickamauga in September. Read about one of the most overlooked and The Chattanooga Campaign Part Two: Death and Chaos - Esquire It was during the Chattanooga Campaign that Osterhauss wife, Matilde, died at age 38. She would be buried in Bellefontaine Cemetery in St. Louis, Missouri. The CAMPAIGN for CHATTANOOGA Nov 25, 2013 . War, as you might note, is chaos. Chattanooga was no different. Battle Of Chattanooga History Net: Where History Comes Alive . He suggested to Rosecrans that the Union Army concentrate at Chattanooga. great importance the War Department attached to the Chattanooga campaign. Battle of Chattanooga - American Civil War - HISTORY.com The main attacks in the Chattanooga Campaign took place between November 23 and November 27, 1863. The Army of the Cumberland made a demonstration The Chattanooga Campaign (Civil War Campaigns in the Heartland . Original data: Fitch, Michael Hendrick,. The Chattanooga campaign : with especial reference to Wisconsins participation therein. Madison: Wisconsin History Battle Among the Clouds: the Chattanooga Campaign WNPR News Apr 26, 2015 . Locals still live with reminders of the Chattanooga Campaign and its aftermath 150 years after the American Civil War. The Chattanooga Campaign: Death of the Confederacy - Cornerstone Campaign. the Siege. Yazoo R. Red R. Pennsylvania. Maryland. Tennessee River. Mississippi River. Ohio River. Gettysburg. Illinois. Indiana. Ohio. Washington. Chattanooga Campaign - Southern Illinois University Press When the Confederates emerged as victors in the Chickamauga Campaign, the Union Army of the Cumberland lay under siege in Chattanooga, with Braxton . The Civil War Muse - The Chattanooga Campaign Dec 7, 2002 . The Chattanooga Campaign lookout.jpg (63891 bytes). Following the Battle of Stones River, the armies of Braxton Bragg and William Project MUSE - The Chattanooga Campaign Explore Attack In Both Directions!s board The Chattanooga Campaign. on Pinterest, a visual bookmarking tool that helps you discover and save creative ideas Civil War Chattanooga Campaign Video C-SPAN.org When the Confederates emerged as victors in the Chickamauga Campaign, the Union Army of the Cumberland lay under siege in Chattanooga, with Braxton . Civil War Sesquicentennial: 1863, The Chattanooga Campaign Chattanooga campaign, Aug.-Nov., 1863, military encounter in the American Civil War. Chattanooga, Tenn., which commanded Confederate communications. Chattanooga Campaign 1863 - YouTube The Chattanooga Campaign. on Pinterest Mississippi, Tennessee Aug 26, 2008 . Lifting the Siege—The Battle of Chattanooga. 20. Orchard The fourth campaign, Murfreesboro to Chattanooga, was slow and uncertain in. Reminiscences of the Chattanooga campaign. A paper read at the Reminiscences of the Chattanooga campaign. A
[PDF] Reassessing Suez 1956: New Perspectives On The Crisis And Its Aftermath paper read at the reunion of Company B, Fortieth Ohio volunteer infantry, at Xenia, O., August 22, 1894. The Battle of Chattanooga - Boundless | <urn:uuid:97965e0a-99c0-4743-a22d-c042a7c18006> | CC-MAIN-2018-51 | http://mtpclips.com/the-chattanooga-campaign-steven-e-woodworth-charles-d-grear-open-e-books-library.pdf | 2018-12-18T19:05:34Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00293.warc.gz | 184,236,116 | 1,358 | eng_Latn | eng_Latn | 0.979299 | eng_Latn | 0.979299 | [
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The Gray Whale: Eschrichtius Robustus
by Mary Lou Jones; Steven L Swartz; Stephen Leatherwood
The gray (or grey) Whale (Eschrichtius robustus) is a whale that travels travels several thousand miles between feeding and breeding grounds every year. Eschrichtius robustus. C Length. between 40 and 50 feet long. e Habitats. Oceans. Gray whales have a hump and a ridge of sharp bumps along their backs, Gray whale Eschrichtius robustus population and stock identity (PDF . Sound production of gray whales, Eschrichtius robustus, along their . Gray whale, Open Waters, Marine mammals, Eschrichtius robustus . During the March 2005 field season, our research team went to Scammons Lagoon, Mexico, to tag gray whales for the first time in nine years. This research took The life history and ecology of the gray whale (Eschrichtius robustus . 7 Dec 2009 . The life history and ecology of the gray whale (Eschrichtius robustus) /. Add this to your Mendeley Whales: From Bone to Book Collection Gray whale - Wikipedia, the free encyclopedia In response to conservation and management concerns about gray whale Eschrichtius robustus population and stock structure, we provide an overview of the . Gray Whale American Cetacean Society
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GENUS: Eschrichtius SPECIES: robustus. Gray Whale. The only member of the family Eschrichtiidae, the gray whale is a mysticete, or baleen whale. It is a Gray Whale (Eschrichtius robustus) Oregon State University Marine . The life history and ecology of the gray whale (Eschrichtius robustus). Item Preview. Internet Archive BookReader The life history and ecology of the gray whale VOL. 34, NO. 2 (JUNE lWl), P. 186-187. ARCTK: Gray Whale (Eschrichtius robustus) Sightings in Eastern Beaufort Sea. DAVID J. RUGH AND MARK A. Bio-acoustics of the gray whale (Eschrichtius robustus) - UBC . GRAY WHALE (Eschrichtius robustus) meaning of scientific name: Eschrichtius-named after the Danish professor who worked with these animals; robustus- . The Gray Whale: Eschrichtius Robustus: Amazon.co.uk: Mary Lou Gray Whale - National Geographic 24 Sep 2010 . Gray whales (Eschrichtius robustus), while engaged in underwater signalling, circumvent noise in the acoustical channel by the structure and Female Western Gray Whale Sets Record for Longest Mammal . The Gray Whale: Eschrichtius Robustus: Eschrichtius Robustus - Google Books Result (COSEWIC Assessment and Status Report on the Grey Whale Eschrichtius robustus Eastern North Pacific Population in Canada, 2004; Bryant, 1995; Clapham . Find out whats known about Gray Whales, Eschrichtius robustus, Mammalia, Cetacea, Eschrichtiidae, including their world range and habitats, feeding . Amazon.com: The Gray Whale: Eschrichtius Robustus 16 Apr 2015 . Varvara, a female western gray whale (Eschrichtius robustus), swam from Sakhalin Island to Mexico and back again - nearly 22500 km - in 172 Wild Whales » Grey Whale (Eschrichtius robustus) J Acoust Soc Am. 1996 Sep;100(3):1878-86. Sound production of gray whales, Eschrichtius robustus, along their migration route: a new approach to signal An evaluation of gray whale - Cascadia Research Collective The online version of The Gray Whale: Eschrichtius Robustus by Mary Lou Jones, Steven L. Swartz and Stephen Leatherwood on ScienceDirect.com, the California Gray Whale photos, High resolution stock underwater . 13 May 2013 . Gray Whale (Eschrichtius robustus) Photo: Merrill Gosho, NOAA. Did You Know? · Gray whales make one of the longest annual migrations of Gray Whale (Eschrichtius robustus) - Office of Protected Resources . Gray Whale (Eschrichtius robustus) Sightings in Eastern Beaufort Sea The Eastern North Pacific gray whale (Eschrichtius robustus) is one population of large cetacean that has recovered from depletion resulting from commercial . A giant of the ocean, the gray whale is mottled dark to light grey in colour and is encrusted with patches of barnacles and whale lice. The species lacks a dorsal Eschrichtius robustus - ECOS - U.S. Fish and Wildlife Service The gray whale (Eschrichtius robustus) is a baleen whale that migrates between feeding and breeding grounds yearly. It reaches a length of 14.9 meters (49 ft), SDNHM - Eschrichtius robustus (Gray Whale) California gray whales are the most commonly seen baleen whale in Monterey Bay. Calves are about 17 feet (5.2 m) long at birth and are 20 feet (6.1 m) long by Gray Whale Species WWF The Gray Whale: Eschrichtius robustus provides an introduction to the understanding of Eschrichtius robustus or the gray whale. This book explores the life The Gray Whale: Eschrichtius Robustus - ScienceDirect The Gray Whale: Eschrichtius robustus provides an introduction to the understanding of Eschrichtius robustus or the gray whale. This book explores the life The Marine Mammal Center : Gray Whale Gray whale (Eschrichtius robustus) mortality incidental to commercial fishing operations in British Columbia (BC), Canada was evaluated by two methods: a . WWF - Gray Whale (Eschrichtius robustus) Description. The gray whale is the only species in the baleen whale family Eschrichtiidae. Seen from above, its body tapers at both ends, and is a dark slate Gray whale videos, photos and facts - Eschrichtius robustus ARKive A review of gray whales Eschrichtius robustus on their wintering . Learn all you wanted to know about gray whales with pictures, videos, photos, facts, and news from National Geographic. Gray Whale. Eschrichtius robustus. The life history and ecology of the gray whale (Eschrichtius robustus) Grey Whale (Eschrichtius robustus). IDENTIFICATION. Size – adults range from 11 – 14 metres. Colour – mottled grey skin with scarring and pigmentation ADW: Eschrichtius robustus: INFORMATION photo of curious baby grey whale interacting with
[PDF] Return Engagement woman in Mexico, pr7033-D. Gray Whale (Eschrichtius robustus) resting at surface. Magdalena Bay Gray Whales, Eschrichtius robustus ~ MarineBio.org | <urn:uuid:55e5e9d5-06e8-413c-a106-6f622a385664> | CC-MAIN-2018-51 | http://ltureview.com/150613-the-gray-whale-eschrichtius-robustus.pdf | 2018-12-18T19:12:55Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00293.warc.gz | 160,170,132 | 1,564 | eng_Latn | eng_Latn | 0.878824 | eng_Latn | 0.878824 | [
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Triangle Trigonometry and Circles (Create) MATH NSPIRED
Overview
Using this worksheet, you will build a tns file that allows you to dynamically adjust the radius of a circle and observe the resulting ratios of side lengths of a triangle contained within the circle.
Materials
* TI-Nspire™ handheld or Computer Software
Step 1—Preparing the document
1. Open a new document on the handheld by pressing c > New Document. Open a new document in the Teacher Software by clicking File > New.
2. Select Add Notes.
.
3. Type Triangle Trigonometry and Circles
Note: To obtain capital letters on the handheld, press the g key, then the letter.
Step 2—Creating Points and Variables
4. Add a new page, and select Add Graphs.
5. Select MENU > Geometry > Points and Lines > Point.
6. Move to the first quadrant of the graph, and click to place a point in that quadrant.
7. Press d to exit the Point application.
From this point on, directions for the Computer Software and the Handheld will be notated separately where appropriate.
8. Computer Software: Right-click on the point, and select Coordinates and Equations.
Handheld: Hover over the point until { appears. Press /b, and select Coordinates and Equations.
9. Move the coordinates to a convenient location nearby.
Triangle Trigonometry and Circles (Create)
M
ATH
N
SPIRED
10. Click on the first coordinate of the point to select the value.
* The coordinate will be highlighted in gray when it is selected.
11. Computer Software: Right-click on the coordinate and choose.
Store
Handheld: Press
/b
, and selectStore.
* The letters var will appear highlighted.
12. Type x to replace var with x, and press Enter (or ·).
* This action stores the value of the first coordinate of the point as x.
13. Repeat the process for the second coordinate, but type y to replace var. This will store the second coordinate of the point as y.
Step 3—Creating a Segment
14. Place a point at the origin. To ensure that the point is at the origin, look for the words "intersection point" to appear as you place the point.
15. Construct a segment between the two points on the graph: Computer Software: Select Document Tools > Geometry > Points and Lines > Segment. Connect the two points with a segment, and then press Esc to exit the segment tool. Handheld: Select MENU > Geometry > Points and Lines > Segment. Connect the two points with a segment, and then press d to exit the segment tool.
11. Measure the segment just constructed:
Computer Software: SelectDocument Tools > Geometry >
Measurement > Length
. Double-click on the segment, and then press Esc to exit the measurement tool.
Handheld: SelectMENU > Geometry > Measurement >
Length. Double-click on the segment, and then press
d
exit the measurement tool.
* A label will appear giving the length of the segment.
12. Store the segment measurement as the variable r: Computer Software: Right-click on the label for the length of the
segment. Select Store, and name the variable r. Be sure to press Enter to save the variable.
Handheld: Select the label for the length of the segment, and press / b. Select Store, and name the variable r. Be sure to press · to save the variable.
to
Triangle Trigonometry and Circles (Create)
M
ATH
N
SPIRED
Step 4—Constructing a Circle
13. Construct a circle whose radius is the length of the segment: Computer Software: Select Document Tools > Geometry > Shapes > Circle. Click first on the point at the origin to mark the center of the circle and then on the other point to mark the radius of your circle. Press Esc to exit the Circle tool. Handheld: Select MENU > Geometry > Shapes > Circle. Move the pencil cursor to the origin, and click to mark the center of the circle. Move the pencil to the other point to mark the radius of the circle. Press d to exit the Circle tool.
Step 5—Building a Triangle
14. Create a segment perpendicular to the x-axis through the point on the circle:
Computer Software: SelectDocument Tools > Geometry >
. Click on the point on the circle
Construction > Perpendicular and then on the x-axis.
Handheld: SelectMENU > Geometry > Construction >
Perpendicular and then click on the point on the circle and on the x-axis.
* This will construct a line through the point perpendicular to the x-axis.
15. Computer Software: Select Document Tools > Geometry > Points & Lines > Segment Handheld: Select MENU > Geometry > Points & Lines > Segment.
.
16. Click on the point on the circle and the intersection of the perpendicular and the x-axis.
17. Press Esc (d) to exit the Segment tool.
18. Finally, right-click (handheld: press /b) on the line (not the segment), and select Hide to hide the line.
19. Build a triangle by constructing the third leg: Computer Software: Select Document Tools > Geometry > Points & Lines > Segment . Click on the origin first and then the point of intersection between the x-axis and the segment built in the previous step. Press Esc to exit the Segment tool. . Click on the origin first and
Handheld: Select MENU > Geometry > Points & Lines > Segments then the intersection point of the segment and the x-axis. Press d to exit the Segment tool.
20. Fix the angle of the triangle whose vertex is the origin. This will enable the radius to be changed while maintaining similar triangles:
Computer Software: Select Document Tools > Geometry > Measurement > Angle. Select the three points in an order so that the origin is selected second and press Enter. Press Esc to exit the Measurement tool.
Triangle Trigonometry and Circles (Create)
MATH NSPIRED
Handheld: Select MENU > Geometry > Measurement > Angle, and click the three points in an order so that the origin is selected second. Press ·, and then press d to exit the Measurement tool.
21. Right-click (handheld: press /b) on the value for the angle measure and select Attributes.
22. Click the middle lock icon to change the status to Locked.
23. Right-click (handheld: press /b) on the label, and select Hide to hide it.
Step 6—Setting up Ratios
24. Prepare to measure the ratios of the side lengths by creating labels:
Computer Software: SelectDocument Tools > Actions > Text.
Click once on the graph screen and a textbox appears. Type x /
in the box, and press Enter. Create two more textboxes, one
r
for y / r
and one for y / x
. Press Esc to exit the Text tool.
Handheld: Select
MENU > Actions > Text textbox, type
x p
. Click to create a
, and press
r
. Create two more textboxes, one for
y
*
p rand one fory p x. Press
d
to exit the Text tool.
25. Move the text to the left side of the screen so it does not interfere with the graph.
26. Calculate the values of the ratios, and attach them to the labels: Computer Software: Select Document Tools > Actions > Calculate.
Handheld: Select MENU > Actions > Calculate.
* This will help in observing the effects of changing r on the values of the ratios
27. Click on x/r, click on the value of r, and then click on the xcoordinate of your point.
28. Click close to the label x/r to set the value of the ratio down.
29. Repeat the process for y/r and y/x, selecting the values of the variable correctly as indicated on the screen.
You can now drag the point on the circle and observe the effect on the specified ratios. | <urn:uuid:8e5144e2-f592-4e8d-a4aa-b3764f218600> | CC-MAIN-2021-04 | https://education.ti.com/-/media/C89C690347B24B3480EABD14C0E0B753 | 2021-01-22T01:16:10+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00073.warc.gz | 315,430,572 | 1,643 | eng_Latn | eng_Latn | 0.982332 | eng_Latn | 0.984128 | [
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GREAT PUBLIC SPACES
Evaluation Tool for Public Space and Public Life
This tool draws on research by Gehl, the Gehl Institute and Project for Public Spaces
How to use guide
This tool can assist in evaluating what is working well and what could be improved in your public space. It will add to an evidence base to help inform potential improvements.
1 Fill out the survey on site
2 Familiarise yourself with the site, observe and walk around
3 Take photos to show key features, activities and people gathering
4 Take the survey on multiple occasions at different times of the day, weekday or weekend
5 Complete the survey from your observations (not community interception)
General
Date:
Time:
Your name:
Project:
Council area:
Address of site:
Weather:
What type of space is this?
Open space
Public facility
Street (including plaza)
Snapshot of users
Count how many people are using the space for ten minutes. Multiply the amount by six to get an average of users in one hour.
End time: Start time:
Hourly average:
Number of people walking:
Number sitting/standing:
Who and what can you see?
Count:
Questions & observations
How would you describe the overall quality of this public space?
High Medium Low
What makes this public space special or unique? Using your local knowledge, what does the community value about the space?
How would you improve the quality of this public space? e.g. events, shade, or lighting
What local partnerships (e.g. business or community groups) can you identify that could help implement some of your ideas?
Draw a simple site map, or use this space for extra notes or photos. Note: When using a digital PDF with Adobe Acrobat, use the Pencil and Text tool from the Comment taskbar.
Legend:
Gathering point
Person
Pathway
Building/structure
Point of interest
Open area/grass
Tree
Children aged 0-12
Teenagers aged 13-19
Adults aged 20-64
Seniors aged 65+
Groups
Individuals
Person with pram/mobility aid
Person on bicycle
Worker on break/commuting
Person walking pet
Person performing
Person exercising/playing
Furniture/seating
Shops/cafe/kiosk
Market/stalls
Stage/event space
Community building/ meeting spaces
Shade structure
Playspace
Sportfield/court
Trees/plants
Toilets/amenities
Way finding signage
Public or community art
Landmark/destination
Other:
M F
Tick:
INITIAL DRAFT FOR CONSULTATION
Page 1 of 2
Source for header image: Destination NSW
1
Strongly disagree
2
Disagree
3
Undecided
4
Agree
5
Strongly agree
Divide the total score by the number of questions. The average score for each theme provides an overview of how the theme is performing compared to the other themes.
| People find it easy and pleasant to get to the public space, through a network of paths, streets, public transport and signage |
|---|
| People can easily access the public space through multiple entrances |
| People of all ages and abilities can easily and comfortably move around the space |
| People walking or riding a bike are protected from vehicle traffic |
| Average score sum/4 |
Am I able to stay?
Score
Am I able to connect?
Score
| There are a range of comfortable places and space to sit or stay |
|---|
| The public space has enough trees, grass and plants |
| The public space feels safe during the day |
| The public space feels safe during the night |
| The public space is lit at night and has clear sight lines and good visibility |
| The public space is clean and well-maintained |
| The surrounding buildings are not too dominating, allowing people to feel comfortable in the public space |
| The public space is well designed, visually attractive with scenic qualities |
| There are features that shelter you from wind, sun, and rain |
| You are protected from noise, dust, unpleasant smells, or pollution in the public space |
| Average score sum/11 |
INITIAL DRAFT FOR CONSULTATION
Page 2 of 2 | <urn:uuid:74561eab-453e-49a7-bfde-0dfb05d1e2c6> | CC-MAIN-2021-04 | https://www.dpie.nsw.gov.au/__data/assets/pdf_file/0009/326385/Evaluation-Tool-Print-version.pdf | 2021-01-22T00:38:49+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00073.warc.gz | 741,658,521 | 941 | eng_Latn | eng_Latn | 0.990582 | eng_Latn | 0.991908 | [
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MOSSELMONITOR MUSSELMONITOR
The biological early warning system
WWW.MOSSELMONITOR.COM
What you don't look for, you won't find!
Biological early warning systems
Biological early warning systems (BEWS) have been developed to provide a rapid warning of the occurrence of contaminants in water at concentrations which could be of immediate threat to living organisms. In order to allow a rapid response, a BEWS must be based on biological functions that allow fast changes. Therefore, all BEWS are based on the monitoring of either a physiological or a behavioural function. Of course, the function should change when the organism is exposed to one or more contaminants and a defined causeeffect relation should be established.
Where chemical monitoring measures only selected compounds ("What you don't look for, you don't find!"), biological monitoring offers the potential to monitor a truly wide spectrum of chemicals, even those that escape chemical monitoring.
® The MOSSELMONITOR
The MOSSELMONITOR is such a biological sensor for continuous on-line monitoring of water. The system performs all tasks: measurement, evaluation and communication. The monitor makes use of 8 bivalves (such as mussels, clams). Two electromagnetic sensors follow the movement of the shells of each mussel. Abnormal behaviour is detected by the monitor. For example, if all mussels are closed for a longer period (e.g. >4min), an alarm is generated. Alarms can also be used to induce automated sampling for further proof by chemical analysis.
The MOSSELMONITOR is a broad spectrum sensor that operates unattended for weeks, 24 hours per day, 7 days per week. Its application includes monitoring of surface waters, effluents, drinking water intakes, seawater, even of (chlorinated) drinking water. The user can set the sensitivity (and thus the reliability!) of the monitoring system to allow for optimum conditions for his or her application. False alarms can thus be minimised. Maintenance is low; replacement of the mussels is every 2-3 months, reducing operational costs. The very robust system is available as in situ instrument or as flow through system.
Biological functioning
Under normal environmental conditions mussels are submerged and their shells are open to allow for feeding and respiration. Bivalves filter the food particles from the water. The typical behaviour may vary from species to species, but almost all species tested close their shells only occasionally for a short period, e.g. to defecate. Closure of the shells for longer periods is to be considered as escape behaviour. If one bivalve is closed for a prolonged time, e.g. for 5 min, this is not considered as unusual; but if several mussels do this simultaneously, say 5 out of 8 mussels, this is highly unusual and a reason for alarm.
The valve opening of each mussel is continuously monitored by the MOSSELMONITOR by high frequency electromagnetic induction sensors that are attached to the shells of the mussels. From laboratory studies it has become clear that, provided the behaviour of each mussel was compared with its own behaviour of, e.g. one hour previously, there was no need to middle out reactions by using relatively large numbers of specimens: natural variability is largely reduced when using the same individual as his own control. As a result, measurement and evaluation are carried out on individuals and when averaged results are displayed this is only after full evaluation of the data. Thus the use of eight mussels proved to be sufficient.
Significant changes in behaviour are detected, which triggers the alarm function. Different behavioural patterns may be detected by the Mosselmonitor: full closure of the shells, reduced opening (linked to retraction of the siphons), increased valve movement activity, and extreme opening (indicating the organism is dead). Provided pre-set criteria are met (e.g. number of mussels showing response, time closed), each of these behavioural patterns can create an alarm.
Freshwater species tested include the zebra mussel (Dreissena polymorpha), painter's mussel (Unio sp.) and swan mussel (Anodonta sp.); for the marine environment the blue mussel (Mytilus edulis) or oyster species have been applied successfully.
Automated Food Device (AFD)
In situations where there is no or limited food available in the water, bivalves will suffer from starvation, and mussels will not always have their shells open. This hampered proper application of the MOSSELMONITOR in e.g. ground- or drinking water. This problem was solved by continuous feeding of the mussels with an algal suspension, produced in this device
The algae cultivated in the AFD are planktonic and unicellular. Nutrients, trace elements, CO and light are the key 2 elements necessary for algal growth. In the AFD algae (e.g. Chlorella sp.) are cultivated to a high density by a chemostat lag-phase approach. Nutrients are continuously added, the algal suspension is offered as food for the bivalves in the MOSSELMONITOR. With this continuous supply of food mussels keep their shells open (even in drinking water).
IT PRESENT 2
IT The data presentation software program PRESENT 2 was developed in co-operation with the users of the MOSSELMONITOR to obtain a visual tool for data evaluation. The program converts information from the monitor into a graphical presentation. The user can select from many possibilities to allow the results displayed on the PC screen to best suit their demands. For example, one can display one, a few or all mussels (full scale or in stacked mode) or only the averaged signal, view the water temperature, user define the time axis.
With this program the user can view current on-line information of the , and/or view files that have been recorded previously. Automated data storage is taken care of by the program; facilitates communication with the . MOSSELMONITOR IT PRESENT 2 MOSSELMONITOR
The program is installed on a PC, which is connected directly to the v i a a communication port. The software is simple to use and incorporates handy tools for data evaluation and presentation. As data sets can be exported in different formats (original .log format, CSV) and charts can be printed or exported (.bmp, .emf, .wmf ), reporting becomes easy. M O S S E L M O N I T O R
for further information please contact: AquaDect., P.O.Box 8, 4318 ZG Brouwershaven, The Netherlands Phone:+31 111 69 17 70 e-mail: firstname.lastname@example.org. The MOSSELMONITOR was developed in co-operation with:TNO, KEMA, RIVM, MERMAYDE and Delta Consult. ® MOSSELMONITOR is a registered AquaDect trademark.
Specifications
In-situ and flow through instrument real time alarm
Mechanical (in situ version) HD-PE container dimensions h=420, Ø 320 mm easy replaceable mussels maximum depth: 15 m weight 22 kg
Mechanical (flow through version) PVC container lwh = 760x420x350 mm volume 35 litres inlet pvc Ø 20 mm, outlet pvc Ø 40 mm
Options
solar panels Automated food device transmitter/receiver set (30 km range) GPS/GPRS system incorporation of other sensors (pH, DO, …) installation (optimisation) taken care of by our staff on-site demonstration and training data evaluation by our experts expert biological and technical advise
Leasing possibilities for on-site demonstration and training short period monitoring feasibility studies | <urn:uuid:29464872-9dc7-4f03-99e2-b9473146d8a7> | CC-MAIN-2018-51 | http://www.aquadect.nl/downloads/brochure.pdf | 2018-12-18T19:23:57Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00293.warc.gz | 317,733,923 | 1,591 | eng_Latn | eng_Latn | 0.93275 | eng_Latn | 0.993773 | [
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To Fret or…
NAME
___________________________
1. The precision of a measuring tape is the smallest unit marked on the tape. The accuracy of the tape is equal to half the precision. Identify the precision and accuracy of your U.S. and metric measuring tapes and record the results in the table below.
2. The most precise tool is the one that has the smallest unit (or partial unit) of measurement. Which measuring tape is more precise — the metric measuring tape or the U.S. measuring tape? Explain your answer.
3. The strings on a fretted instrument extend from the nut to the bridge, as shown below. Of the two tools considered above, choose the one that is more precise. Then, use it to measure the distance from the nut to the bridge on the instrument that your group has chosen.
| | PRECISION |
|---|---|
| Metric Measuring Tape | |
| U.S. Measuring Tape | |
4. Measure each of the lengths listed below. For each pair of consecutive lengths, calculate the ratio of the shorter length to the longer length. Express each ratio in decimal form to two places.
| SEGMENT OF INSTRUMENT | LENGTH | RATIO OF CONSECUTIVE LENGTHS (RATIO OF SHORTER TO LONGER, ROUNDED TO TWO DECIMAL PLACES) |
|---|---|---|
| Nut to Bridge | | |
| 1st Fret to Bridge | | |
| 2nd Fret to Bridge | | |
| 3rd Fret to Bridge | | |
| 4th Fret to Bridge | | |
| 5th Fret to Bridge | | |
| 6th Fret to Bridge | | |
| 7th Fret to Bridge | | |
| 8th Fret to Bridge | | |
| 9th Fret to Bridge | | |
| 10th Fret to Bridge | | |
| 11th Fret to Bridge | | |
| 12th Fret to Bridge | | |
5. What do you notice about the ratios of consecutive measurements? How similar are they?
6. If you measured the same segments on other fretted instruments, do you think you would get similar results?
7. Did other groups get approximately the same measurements as your group? Why were the measurements similar or different?
8. Did other groups get approximately the same ratio as your group? Did the size of the instrument matter? Did it matter if metric or U.S. measurements were used? | <urn:uuid:15374b58-6a19-4203-99fa-5c5716bcbe90> | CC-MAIN-2018-51 | http://math411.com/Algebra-II/MA.912.A.8.5/Fret-AS-ToFret.pdf | 2018-12-18T19:09:44Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00293.warc.gz | 170,612,058 | 562 | eng_Latn | eng_Latn | 0.998815 | eng_Latn | 0.999417 | [
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STRETCH YOUR BRAIN & IMAGINATION HANDOUT
The prompts below were developed by Dr. Jane McGonigal a futurist and game designer. These strategies can be used to stretch and grow three parts of your brain, in addition to building imagination and creativity skills. Viewing the YouTube video of McGonigal's talk: The Future of Imagination is highly recommended. This talk was presented in 2016 at the Aspen Ideas Festival and it offers detailed examples of these activities as well as the science behind them.
Prompt #1: Counterfactual Memory
Ask yourself: What if instead of doing 'X' at some point in my past, I had done 'Y'? How might my life have turned out differently? (Example: What if I had joined the Coast Guard instead of going to college right after high school?)
Keep it personal. Neurological activation increases when there's an autobiographical element to the memory or future you are trying to imagine. McGonigal suggests: "Trying to imagine how things could have been different in the past allows you to imagine how things could be different in the future."
Step one : Write your “What if” question at the top of a new page in your journal. “What if instead of ___________________________, I _______________________.
Step two: Write a journal entry describing as many details about the ways your life might have turned out differently as if you had done it.
Step three: Reflection. Was this interesting for you to do? Were you surprised what came into your imagination? Did you think about one or multiple possible futures? Did any other insights come to mind?
When doing this exercise, the brain reaches for something that didn't happen, but that could have happened, by using a combination of logic, intuition and imagination. Three parts of the brain are activated. Research shows this exercise heightens 'agency' (the feeling that you have influence over how your life turns out), depression is reduced, and your creativity goes up. McGonigal also reports practicing these exercises can: "increase the sense of control you have over your own life" and "lead you to becoming a better creative problem solver."
Prompt #2: Counterfactual Foresight
Option A:
Step one : Imagine yourself in the future doing something you’ve never done before.
Step two: Describe the experience as vividly as you can.
Step three: Write your journal entry from the future - as if it already happened.
Step four: Imagine who is with you, how you got there, or other things that happened while you were there. Give your imagination free rein to go wild.
(My example: I’ve never lived on a houseboat. I imagined and wrote about all the adventures I had traveling that way for a year.)
Option B: The X, Y, Z Format
Step one: Imagine a physical activity (ie: cooking, biking) that you've done (X).
Step two: Imagine a person you care about who is alive and you could possibly have a future interaction with (Y).
Step three: Imagine traveling to a faraway place (Z).
Step four: Now imagine yourself doing this physical activity with the person you care about in this faraway place. Picture it for 10 seconds and imagine how you got there, and why you are doing this activity with the person you care about in a faraway place. Write an entry in your journal describing everything as if it already happened. Add as many details as possible.
Dr. McGonigal suggests: "Every time you remember a future that hasn't actually happened, you rate that future as more likely and the more vivid details that you describe about this future that has never happened, the more likely you are to really start to believe it could totally happen." This is a highly effective skill to practice and develop if you are interested in creating positive change in the world.
Part 3: Collage Postcards from the Future
Use a large index card or half a sheet of paper as the base of your postcard from the future.
Step one: Flip through magazines looking for images that catch your eye. The brain recognizes symbols, colors, and shapes. Words anchor us to the present, so avoid them in this exercise.
Step two: When you have a 6 or more images, begin cutting out specific shapes rather than 'boxes.' Play with different ways of arranging your images before gluing them in place. Let your intuition be your guide. Our purpose is not creating 'great art'. The process is used to 'bring forward' a story from the future.
Step three: When your postcard is complete, journal a description of the images you see in your collage. How do you feel when you look at it? Imagine a story emerging. Write the story in your journal from the future – as if it had already happened. The process ends with silent witnessing of the collages and a debrief of the process.
Reflections:
Reference:
McGonigal, Jane. (2016). The future of imagination
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Click here to print a PDF of this article so you can start a conversation with your child
Talking regularly with youth about the dangers of alcohol, tobacco and other drugs reduces their risk of using in the first place.
Know! encourages you to share this Parent Tip with friends and family.
Learn more at: PreventionActionAlliance.org
Know! is a program of:
Link to the article on the Prevention Action Alliance Facebook page
Link to the Spanish archives
Prevention Action Alliance 6171 Huntley Road, Suite G Columbus, Ohio 43229 PH: (614) 540-9985 FX: (614) 540-9990
Know! The New Marketplace for Buying and Selling
It was a beautiful Saturday afternoon in June, and we were celebrating our eight-year-old son's birthday at our neighborhood park with 20 of his closest friends and a handful of parents. The adults, myself included, were busy watching the children launch water balloons at each other when one of the dads noticed something happening right in the middle of it all.
A young man, about 17-years-old, pulled into the playground parking lot, and two boys,12 and 13-years-old, approached his car. The dad, who was with our party, recognized the two boys from the neighborhood and began watching closely. He felt like something wasn't right, so he walked up to the car as well. After some resistance and much talk, the truth came out that this older teenager had come to sell these two younger boys a vaping device.
In the end, the driver left with his merchandise in hand, and both the young boys' parents and local police were made aware of the situation. The problem here isn't only the popularity and dangers of vaping among youth, but the ways in which they're getting their hands on it (and other substance-related items).
A talk with the younger boys revealed that they had reached out to the seller through one of many apps that let you buy and sell online.
These apps, like OfferUp and Letgo, certainly have their advantages, even for teens. Young people regularly buy and sell their gently worn jeans, shoes, prom dresses, etc. on these sites, and in return, they get discounted items or some cash in their pockets, along with a valuable business lesson – so long as it is done safely and the items being sold are appropriate.
However, there is a dark side to these apps that parents need to be aware of and young people need to know. The attempted sale of an item prohibited to youth that occurred in our neighborhood is one of them. It's also common for buyers to get scammed and not realize it until it's too late (i.e. paying top dollar for fake designer shoes). But what's even scarier is that there have been many reported cases of teens and adults becoming robbery victims while attempting to exchange money or goods through these apps. There have also been reports of attempted abductions, as people meet up with total strangers. And while many of the apps claim to be committed to safety for their users, it really comes down to the local individuals buying and selling.
In fact, safety concerns have prompted police departments across the country to set up designated safe meet-up spots for doing business through these apps, many of them located in the parking lots of local police stations. The obvious benefit to the police station meet-up is that criminals are much less likely to sell fraudulent items or attempt
a robbery or kidnapping there. But this also alleviates the temptation for the seller to share personal information, like a home or business addresses.
Of course, it is up to you to decide if you will allow your child (under your guidance, watchful eye, and, better yet, under your account) to partake in this type of marketplace, as either the buyer or seller. However, even if you choose not to allow it, it is important to educate youth on the topic.
Click here to print a PDF of this article so you can start a conversation with your child
Talking regularly with youth about the dangers of alcohol, tobacco and other drugs reduces their risk of using in the first place.
Know! encourages you to share this Parent Tip with friends and family.
Learn more at: PreventionActionAlliance.org
Know! is a program of:
Prevention Action Alliance 6171 Huntley Road, Suite G Columbus, Ohio 43229 PH: (614) 540-9985 FX: (614) 540-9990
Obviously, buying or selling any substance-related items, including paraphernalia, is an automatic "no" and any attempt should ban them from the privilege of using these types of apps, along with whatever other consequences you decide upon.
In addition, safety experts recommend that you and your children:
* Do not invite strangers into your home, and do not go to theirs.
* Do not share personal information, and be cautious not to reveal an address or other personal info in any photos you may share.
* Contact your local police to inquire if a safe meeting site has been designated. If no site has been designated, insist on meeting in a public place, where security cameras are monitoring the area, and there are lots of people around. Never meet in a secluded location.
* Perform the transaction during daylight hours.
* Do not go alone to buy or sell an item. Always have a parent or other adult with you. And be sure another family member or adult is aware of your intentions.
* Always take your cell phone with you.
* Trust your instincts; if something doesn't feel right, go with your gut; or if something seems too good to be true, it probably is.
* Be extra cautious when buying/selling high-value items.
It is far too easy for a complete stranger to sell something to our children that we don't want them to have or for our children to become victims of crime. Buying and selling though these various apps can be a great way to make a little cash off unused or unwanted items but it must be done with caution – and that goes for adults as well.
Sources: News8WTNH: Safety experts warn about the potential dangers of buying and selling through apps. Aug. 2017. Linda Magill Group: 10 Safe Buying and Selling Tips for Kijiji/Craigslist. | <urn:uuid:d2f59101-7021-4413-8b43-7ae0278cbc8d> | CC-MAIN-2021-04 | https://preventionactionalliance.org/wp-content/uploads/2018/07/Know-Parent-Tip-July-1.pdf | 2021-01-22T01:09:31+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00076.warc.gz | 521,529,325 | 1,277 | eng_Latn | eng_Latn | 0.998378 | eng_Latn | 0.998602 | [
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Dear Chavraya,
When I was the school rabbi at the Solomon Schechter Day School, I taught Torah She'b'al Peh/Oral Torah, the oral interpretive tradition, in the sixth grade. I would never take attendance at the start of a class without first saying together the b'racha for learning Torah. I emphasized to the students that their names represent Torah and that each of them, as each of us, represents living, breathing, walking Torah. Over time, that became its own lesson, perhaps more important than the content of any one class. It was meant to convey respect for each of the students and for the insights drawn from each one's own experience of life that was brought as a gift among us.
Torah means teaching. In its narrowest sense it refers to the Sefer Torah, the sacred scroll whose song is the story and way of our being a people. More broadly, it is the content of the Torah, the chumash, the Five Books of Moses. More broadly than that, Torah is the entire tradition of learning that sustains us, as milk and honey on our tongues, a way of active engagement with God and with each other, heart and mind and soul. And even more broadly than that, or in the way of saying a blessing for learning before taking attendance, perhaps most specifically, Torah is the teaching that each one of us brings to this world because of who we are.
The first task is to discover and to know our own Torah, to know that which is most unique in who we are. Each one's Torah emerges from the unique experience of their own lives, the unique insights through which reality is filtered and interpreted, indeed in the way of Oral Torah. Each one of us brings our own special commentary to the realities of life. We can each see the same sunrise, hear the same music, be touched by snowflakes in the same swirling storm, and yet our response reflects our own way of being in the world. So too, in each of our own ways of navigating life's journeys through times of joy and sorrow, each of us touched in different ways by the same universal realities of what it means to be part of the human family.
In all of the different ways of our being in the world, we have a different Torah to share. In the ways that we know and experience pain, in the ways that we are vulnerable, in the ways that we feel different and are different from others, so we learn our own Torah. Only if we are open to receiving the gift of who we are can we share that gift with others. When who we are does not fit neatly into socially accepted and expected categories, others may push us away or themselves step away from us. Whether in matters of faith, or race, or gender, or sexual identity, others are easily threatened. It should not be upon us then to claim the space that is rightly our due, and yet it often is. Each of us is the best teacher and guide in bringing to the world the gift of Torah that is uniquely our own. For all of us, at one time or another it is no less a challenge to receive the Torah of those whose ways seem closed to ours, even closed to our presence. How then not to be closed to their presence, but yet to be willing to engage?
It is the lesson of this week's Torah portion, Parashat M'tzora, and of last week's, Parashat Tazria, these two often read together as one, and even of the entire book of Vayikra. The rabbis refer to this third book of Torah as Torat Kohanim/the Torah of the Kohanim . At the start of Tazria , we encounter Torat ha'yoledet/the Torah of the one who has given birth . At the beginning of Parashat M'tzorah , we read, zot ti'hi'yeh torat ha'm'tzora/this shall be the teaching of the leper …. Rabbi Samson Raphael Hirsch translates it as a prayer, "let this be the teaching of the leper…." In this way, I read these words as a prayer that we be open to receiving the Torah of the leper. The leper symbolically comes to represent all who are alone, who are cast out, the one made a pariah through the fear and loathing of others, through the hardened hearts of a society.
Repelled by the appearance of the leper, the Torah calls us to open our hearts, to know that this one too has Torah to teach, Torah that we need to learn for the sake of our own wholeness and theirs. The Torah acknowledges the messiness of life, knowing it is not easy to open our hearts to one from whom we feel blocked. It may be just as true in regard to one whose ideas we find repellent, how to hear their Torah as well? In reminding that each one carries their own Torah, the Torah itself challenges us to be open to all. In its own reflection of the messiness of life, through its tellings of family strife, its violence, its call to strive toward elusive heights, its teachings of t'shuvah, of what to do when we come crashing down, the Torah becomes Torah Chayim/the Torah of life.
On this parsha, the rabbis weave a midrash that tells of a great debate in heaven before the giving of the Torah. The angels remonstrated with God not to give the Torah to people. The angels claimed that they would be the more fitting recipients of Torah, they who are pure and holy, unsullied by sin and shortcoming. The Holy Blessed One said to the angels, you are not able to fulfill the Torah; for you do not have children among you, and there is no impurity, and no experience of death and illness, rather you are all holy, for it is written in the Torah…, zot ti'hi'yeh torat ha'm'tzora/this shall be the teaching of the leper….
The Torah is given to us that we might learn to hear the Torah of each one, at times as counterpoint to our own, at times as dissonance; that we might learn to make our way through all the challenges and messiness of life. We are each meant to be Torat Chayim, living, breathing, walking Torah, each one worthy of a blessing before our name is said. And let us say, Amen.
Shabbat shalom, Rabbi Victor | <urn:uuid:54ab7c8e-ed06-41ff-8857-fd57b3a2d11c> | CC-MAIN-2021-04 | https://neharshalom.org/wp-content/uploads/2019/05/Parashat-Mtzora-57792019.pdf | 2021-01-22T01:17:16+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00074.warc.gz | 476,462,444 | 1,345 | eng_Latn | eng_Latn | 0.997854 | eng_Latn | 0.998123 | [
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CSSC Mercier - English First Peoples - Grade 11/12
Unit 1: Who defines us? How do we define ourselves?
Key questions:
How is our sense of self formed? What are the influential factors that help shape our sense of self?
How do our family and community affect how we define who we are?
What is meant by "authentic" First Peoples' voices?
How can we determine whether a text is authentic?
How are First Peoples often represented in popular culture?
Why is authentic First Peoples' voice necessary?
How can creating an authentic text help foster justice?
Key texts: Short fiction and film excerpts
Summative assessment: Learning journal entries, essay (grade 11/12)
Unit 2: First Peoples' Oral Traditions
Key questions:
What are First Peoples' Oral Traditions?
What purposes do oral traditions serve?
What are the relationships between the oral tradition, oral history, and the land?
How do stories by First Peoples writers reveal/respond to some of the shared experiences of First Peoples?
Key texts: oral stories and short films; interviews with community members
Summative Assessment: Learning journal entries, interview assignment/presentation (grade 11)
Unit 3: Understanding Character
Key questions:
What factors influence development of identity?
How can an examination of character development in stories influence my understanding of who I am?
Key text: Monkey Beach by Eden Robinson (grade 11 and 12) Keeper'n Me by Wagamese (grade 12)
Summative Assessment: Literary essay (grade 11) comparative literary essay (grade 12)
Unit 4: Steps toward Reconciliation - Understanding Residential Schools through Text
Key Questions:
How have Indian Residential Schools affected First Peoples in Canada, and how does their legacy continue to affect Canada today?
Why is it important for all Canadians to be a part of reconciliation? How can all Canadians be part of the process of reconciliation?
Key texts: Rabbit Proof Fence, non-fiction and graphic novels on Canadian residential schooling
Summative Assessment: Learning journal entries; student-designed reconciliation project (grade 11 and 12)
Unit 5: What Creates Family?
Key questions:
What does "family" mean? How is the sense of family created? How is family depicted in First Peoples texts?
Key texts: Whale Rider, Literature circle novel options
Summative assessment: Learning journal entries, literature circle portfolio (grade 11 and 12)
Unit 6: Digital Trickster: The Complex Interaction of New Media and First Peoples
Key Questions:
What effects can new digital media have on First Peoples' cultures?
How do we navigate the differences between cultural appreciation and cultural appropriation with respect to First Peoples' cultures?
How do increased digital media potentially impact opportunities for self-representation in, and misrepresentation of, Indigenous cultures?
How can social media and digital technologies be used to support cultural resistance and political advocacy for First Peoples?
Key Texts: non-fiction articles, music and other media texts
Summative assessment: Student-created media text (grade 11 and 12) | <urn:uuid:1f400237-b60c-4b76-9d33-e36dc7da4146> | CC-MAIN-2021-04 | https://csscmercier.csfy.ca/wp-content/uploads/sites/6/2020/09/English-First-Peoples-Grade-11_12.pdf | 2021-01-22T00:37:36+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00076.warc.gz | 289,328,523 | 621 | eng_Latn | eng_Latn | 0.988294 | eng_Latn | 0.988509 | [
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Click here to print a PDF of this article so you can start a conversation with your child
Talking regularly with youth about the dangers of alcohol, tobacco and other drugs reduces their risk of using in the first place.
Know! encourages you to share this Parent Tip with friends and family.
Learn more at: DrugFreeActionAlliance.org
Know! is a program of:
Drug Free Action Alliance
Link to the article on the Drug Free Action Alliance Facebook page
Link to the Spanish archives
Drug Free Action Alliance 6155 Huntley Road, Suite H Columbus, Ohio 43229 PH: (614) 540-9985 FX: (614) 540-9990
Know! Positive Relationships Build Character
One of the greatest gifts you can give your children cannot be bought online or in-store. While it is not likely to be on their holiday wish list, this gift is likely to bring your children greater happiness with lifelong benefits. We are talking the gift of positive relationships and character development.
In 2013, Search Institute began a multiyear project based on their creation of the Developmental Relationships Framework, which examines the close connections in children's lives - parents, peers, mentors, teachers and other caring adults – and the impact they have on character development. Some key aspects learned thus far is that these significant relationships in a child's life are associated with their motivation to learn and take personal responsibility for their actions. Also, youth with strong, positive relationships are shown to be more resilient when faced with stress and trauma - which can otherwise lead to risky and dangerous behavioral coping strategies (like drinking, smoking and using other drugs).
The idea behind the Developmental Relationships Framework is to consistently surround young people with positive, supportive relationships to help them thrive; in their families, schools, programs and neighborhoods.
Search Institute provides the following five fundamental elements as part of the relationship-strengthening framework and shares specifics on how parents, teachers, coaches, etc. can act on them:
1. Express Care: Show me that I matter to you Be dependable; Really pay attention when we're together; Make me feel known and valued; Show me you enjoy being with me; Encourage
me; Praise me for my efforts and achievements
2. Challenge Growth: Push me to keep getting better Expect me to live up to my potential; Push me to go further; Insist I take responsibility for my actions; Help me learn from my mistakes and failures
3. Provide Support: Help me complete tasks and achieve goals Guide me through difficult situations; Empower me to take charge of my life; Defend me when I need it; Set boundaries to keep me on track
4. Share Power: Treat me with respect and give me a say Take me seriously and treat me fairly; Include me in decisions that affect me; Collaborate with me to solve problems and reach goals; Create opportunities for me to take action and lead
Inspire me to see possibilities for my future; Expose me to new ideas, people, experiences and places; Connect me with more people who can help me develop and thrive
5. Expand Possibilities: Connect me with people and places that broaden my world
Click here to print a PDF of this article so you can start a conversation with your child
Talking regularly with youth about the dangers of alcohol, tobacco and other drugs reduces their risk of using in the first place.
Know! encourages you to share this Parent Tip with friends and family.
Learn more at: DrugFreeActionAlliance.org
Know! is a program of:
Drug Free Action Alliance
Drug Free Action Alliance 6155 Huntley Road, Suite H Columbus, Ohio 43229 PH: (614) 540-9985 FX: (614) 540-9990
A young person with a sense of purpose, self-worth and self-respect, who feels loved and supported, is much more likely to experience success in school and work, care about their community, and excel in other areas of life. So as you're making your lists and checking them twice this holiday season, keep the above list in mind, as it promises to be the gift that keeps on giving.
To learn more about Developmental Relationships through Search Institute, visit: http://www.search-institute.org/research/developmental-relationships.
Source: Search Institute: The Developmental Relationships Framework. | <urn:uuid:2fca383b-4bcc-44b5-8eca-07fba31041d3> | CC-MAIN-2021-04 | https://preventionactionalliance.org/wp-content/uploads/2016/11/Know-Positive-Relationships-Build-Character.pdf | 2021-01-22T01:08:18+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00076.warc.gz | 521,287,966 | 885 | eng_Latn | eng_Latn | 0.995404 | eng_Latn | 0.995999 | [
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Brewer's Sparrow
Spizella breweri
Identification
Brewer's sparrows are smaller than a robin, 5-6 in/13-15 cm, and a rather drab-looking songbird with an unmarked gray breast and belly, gray eyebrow, brown streaky back, and relatively long, notched tail. Males and females look similar throughout the year. In their breeding range in sagebrush shrublands of western North America, they are usually the most common songbird.
Interesting Fact
Brewer's sparrows are highly adapted to dry environments year-round and can go weeks without drinking water.
Ideal Habitat
Brewer's sparrows live in shrublands year-round. In the spring and summer, they are most often found in sagebrush shrublands where shrubs are generally <5 ft/1.5 m tall. They may also occur in openings in pinyon-juniper woodlands or in other mountain shrub communities. They typically nest in taller, denser shrubs with less bare ground compared to surrounding patches, and the nest is usually placed low, <3 ft/1 m above ground, in a sagebrush shrub. They mostly feed on small insects in larger, more vigorous sagebrush shrubs. In the winter, Brewer's sparrows can be found in sagebrush shrublands, but are more likely to be desert shrublands dominated by saltbush shrubs and creosote. They also feed on insects in shrubs in the winter, but more commonly on seeds gleaned from plants.
Observation Tips
In the spring and summer, males can often be seen and heard singing their buzzy trills from the tops of sagebrush shrubs. In the winter, Brewer's sparrows are often found feeding on seeds in mixed-species flocks. They arrive on their breeding grounds in western US and parts of southern Canada in March and April, and migrate south starting in early fall to spend winters in the desert shrublands of Mexico and the southwest U.S.
Management Activities that Benefit Species – Best Management Practices (BMPs)
Maintain large patches of sagebrush with dense shrub cover. Control invasive plants such as cheatgrass. Removing juniper may also lead to increased bird densities.
Management Activities to Avoid
Avoid shrub treatments (e.g., mechanical thinning) in the late spring and early summer to reduce nest disturbance for breeding Brewer's sparrows. Chemicals used for large-scale insect or weed control could have negative impacts on Brewer's sparrow. Avoid chemical treatments for cheatgrass until after July. Any activity that reduces sagebrush cover has the potential to negatively impact the species. Avoid the use of prescribed fire in shrub and sagebrush habitat, which can reduce Brewer's sparrow densities.
Range map provided by BirdLife International
Other Species that Benefit from Similar Habitat Management
Other sagebrush-obligate species will likely benefit from habitat management for Brewer's sparrows, such as sage thrashers, sagebrush sparrows, greater sage-grouse, and pygmy rabbits.
Other Resources
BirdLife International and Handbook of the Birds of the World. 2019. Bird species distribution maps of the world. Version
2019.1. Brewer's Sparrow eBird, Brewer's Sparrow
The Cornell Lab of Ornithology, Birds of the World (Brewer's Sparrow)
The Cornell Lab of Ornithology, All About Birds (Brewer's Sparrow) | <urn:uuid:eaf8847d-15b8-4034-9f7d-7fdff08e32a4> | CC-MAIN-2021-04 | https://landpotential.org/wp-content/uploads/2020/07/Brewer_s-Sparrow.pdf | 2021-01-21T23:43:19+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00076.warc.gz | 424,916,169 | 716 | eng_Latn | eng_Latn | 0.990729 | eng_Latn | 0.996794 | [
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Key Stage Two Home Learning Activities: Year 6 (w/c 18 th May)
Reading
Writing
- You can access some school reading books online through the Oxford Owl website. There are instructions of how to do this on the Year 6 page of the school website.
- Log into Read Theory and complete some of the extracts on there.
- Read the Armistice Runner extract and complete the questions
History/Geography
- Revise sustainability from our work in Geography earlier in the year. Look at the BBC Bitesize lesson https://www.bbc.co.uk/bitesize/articles/z6dj7nb and complete the suggested activities, including making a presentation to show your learning about plastics and sustainability. This could be in the form of a series of posters.
Science
- Have a go at creating your own rainbows. Look at the Spectroscope and 'Make a rainbow in your garden' resources on our class page of the school website and try to have a go at the activities.
- Can you create a rainbow in any other ways?
- How are rainbows formed?
- www.spellingshed.com daily practice – complete the assignments you are being set on there.
- CGP Grammar book
- Look at the 'Out of control' and 'Creature from the deep' writing packs. Use slides 2-5 to help you to prepare to complete the story which starts on page 1.
- Write a news report. Focus on something real that is happening in the world now or take an event from home and write a news report about it as if it was front page news eg. Mum bakes giant cake for no reason!
RE
- In this coming Sunday's Gospel, Jesus prays for his disciples (John 17: 1-11). Who are you praying for? Write a series of prayers for the people you think need them the most at the moment.
- If you were to have a conversation with God, what do you think he would say about the current situation. What would he be happy about? Consider the positives about this situation and write a letter from God's point of view to the human race.
PE
- Join in with Joe Wicks and his daily workouts: https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rY Q
- Create your own new sport using whatever materials you have available. Make up the rules and get people from your family to play along. Wall bounce? Balance splash? Polo golf? When you have it perfected, show me how to play!
Maths
- www.ttrockstars.com daily practice – aim for 10 minutes daily. We are still competing against St Paul's until Friday. Try to play every day; aim for a score of at least 250 a day (This should be around 5-8 games for most of you).
- CGP Maths book
- BBC Bitesize provide daily lessons in a range of subjects. https://www.bbc.co.uk/bitesize/tags/zncsscw/year-6-and-p7lessons/1 Take a look at the daily Maths lessons. Here there are videos and worksheets which link to the Y6 Maths curriculum.
Art/Design Technology
- Pick a new recipe out of a recipe book – something you haven't tried before. If you have the ingredients available to you, have a go at making it with someone at home or, create your own recipe with the ingredients you already have. Record your recipe and take pictures of what you make.
- Have a go at making something creative using old toilet rolls. Look up the 'toilet roll art challenge' or Darrell Wakelam's toilet roll creations for some inspiration.
Computing
- Complete some of the Scratch projects at https://projects.raspberrypi.org/en/projects
- I've seen a lot of great videos that people have sent in, showing a range of skills. Could you take it a step further and film your own mini movie? If you don't have enough willing actors at home to help, play all the characters yourself! Or, improvise with the toys you have at home!
ClassDojo:
If you're not already connected to the Class Dojo app, please consider logging in. If you have lost the code you were given, please contact school and we will get back to you with a new one. Through Class Dojo, I can communicate directly with parents. It's also been a really lovely way of me being able to see some of the work the children are doing at home and giving some positive feedback. I've seen lots of great work including writing and maths but also videos of gymnastics routines and speeches, and photographs of baking and art work. It's a great way of feeling more connected whilst we are all still separated.
Hope to see you on there soon,
Mrs Boon
General useful web-links:
Free Covid-19 Activity Pack for parents and students with ideas for mindfulness and ways to cope with anxiety and stress during this uncertain time: https://www.primary2secondary.co.uk/COVID-19%20Opt-in
Covid-19 Time Capsule project: https://www.firstgroup.com/uploads/news-attach/covid-19%20time%20capsule_2.pdf www.twinkl.co.uk/offer (Free temporary access for parents with code UKTWINKLHELPS)
https://kids.classroomsecrets.co.uk/product/parent-access/ (Free access to a range of interactive resources deigned to support learning in grammar, maths and reading)
www.oxfordowl.co.uk/for-home/find-a-book/library-page/ (Free online books)
National Oak Academy Online learning: https://www.thenational.academy/online-classroom/year-6/ | <urn:uuid:c538c549-9406-4083-9aef-3c65d5d9db56> | CC-MAIN-2021-04 | https://stmarysprimarydukinfield.co.uk/wp-content/uploads/2020/05/Year-6-Home-Learning-Activities.pdf | 2021-01-22T00:10:12+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00074.warc.gz | 577,767,983 | 1,176 | eng_Latn | eng_Latn | 0.998331 | eng_Latn | 0.998658 | [
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Promoting Fundamental British Values Policy
Policy reviewed by: Amanda Gibbard
Review date: September 2019
Next review date: September 2020
'School' refers to Oaks International School; 'parents' refers to parents, guardians and carers. This is a whole school policy, which also applies to the Early Years Foundation Stage.
Promoting Fundamental British Values Policy
Aims
This policy sets out the ways in which OIS encourages pupils to develop their understanding of the four key areas defined by DfE as British values, through the curriculum, extracurricular and other opportunities.
Ethos
At OIS we ensure that through our vision, values, relationships and teaching we promote tolerance and respect for all cultures, faiths and lifestyles.
The Senior Leadership team also ensure that this ethos is reflected and implemented effectively through school policy and practice and that there are safeguarding policies in place to safeguard and promote pupils' welfare.
We have a duty to prepare our pupils for life in modern Britain and to keep them safe. Everyone at OIS has the right to learn and work in safety. We do not tolerate bullying of any kind and will challenge derogatory language and behaviour towards others.
Background
As of November 2014 the government published guidance on promoting British values in schools to ensure young people leave school prepared for life in modern Britain. Within this, all schools are required to ensure that the curriculum actively promotes these fundamental British values.
Definitions
Fundamental British values are defined by the DfE as:
* Democracy: Respect for democracy and support for participation in the democratic process
* The rule of law: Respect for the basis on which the law is made and applies in England
* Individual liberty: Support and respect for the liberties of all within the law
* Mutual respect and tolerance: Support for equality of opportunity for all and respect and tolerance of different faiths and religious and other beliefs
Curriculum
We are committed to ensuring that our pupils are offered a broad and balanced curriculum that aims to prepare them for life in modern Britain. We encourage our pupils to be inquisitive learners who are open to new experiences and are accepting of others. Our values support the development of the whole child as a reflective learner within a safe respectful learning environment. Teaching the school's core values alongside the fundamental British values supports quality teaching and learning, whilst making a positive contribution to the development of a fair, just and civil society.
Through our balanced curriculum and SMSC we aim to actively promote principles that:
* Enable pupils to develop their self-knowledge, self-esteem and self- confidence;
* Enable pupils to distinguish right from wrong and to respect the civil and criminal law of England
* Encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated, and to society more widely;
* Enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England;
* Further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own cultures;
* Encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010;
* Encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England.
Some examples of ways in which we are actively promoting British Values at OIS:
Democracy:
* Formulate and agree a set of 'class rules' at the beginning of each school year, within the confines of the broader school rules and expectations.
* Elect class representatives to our school councils.
* Have a school council/ representative group who meet regularly and provide a 'pupil voice'.
*
Allow the children's voice to be heard. We ask for their views.
* Ask children to support the interviewing process for new staff.
* Discuss democracy within assemblies.
* Carry out debates in assembly to encourage free speech and allow children to Listen to and consider others points of view.
The Rule of Law:
* Have a clear, consistent behaviour policy (based upon positive rewards) which is consistently applied throughout the school.
* Elect peer mediators to help children to reflect on, and find solutions to problems in primary school.
* Provide opportunities for children to reflect about positive and negative behaviour.
* Provide an extensive Road Safety programme throughout the Primary school.
* Address issues of law during whole-school assemblies as and when appropriate.
* Give considerable time to individual pupils who require additional opportunities to understand the importance of following rules.
* Encourage visits from external agencies to talk to the children in school.
* Elect playground pals to encourage fair play in KS1 and KS2 playgrounds.
Individual Liberty:
* Pupils are actively encouraged to make choices at our school, knowing that they are living within a safe and supportive environment.
* Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our e-Safety teaching.
* Pupils are given important roles in school, such as playground pals, peer mediators and young ambassadors, subject ambassadors, House Captains, Sports Captains.
* Children are encouraged to understand responsibility in school in terms of behaviour and attitude to learning.
* Justice and fairness are key principles within our school.
* Pupils are taught how to be safe and how to act safely. This is given an additional emphasis during antibullying week.
* All pupils are taken seriously by staff whenever they raise a question or concern.
Mutual Respect:
At OIS children learn respect through:
Respect and Responsibility are key values which permeate all aspects of school life. They determine the way in which we support and care for each other, for the community and for the environment.
* The promotion of positive relationships.
* The modelling of positive relationships by all adults working in school.
* The RE and PHSEE curriculum which teaches that behaviour has an effect upon those around them and upon their own rights. Such ideas will also occur in many other curriculum area, such as the study of conflict in History, global impact of personal life styles on the environment in Geography and the Sciences, etc.
* All other aspects of the curriculum (as successfully working in groups requires respect for each other).
* The work of the school councils.
* The positive reward system developed to promote respect.
* Our celebration assemblies when all pupils show respect for the efforts of others.
* Giving responsibility to pupils (team captains, playground pals, peer mediators, ambassadors).
* Participation in events organised to raise money for various charities.
* Learning to get along with their peers on educational residential visits.
* Welcoming and peer mentoring of new students that enter the school from many cultures and countries around the world.
Tolerance of those of different Faiths and Beliefs: tolerance is promoted in our school through:
* The stated aims and values of the school.
* The PHSEE curriculum.
* The RE curriculum.
* The Modern Foreign Languages curriculum, including European Language days, Educational visits to places of religious worship and of cultural significance.
* Class and whole school assemblies.
* Festival study and celebration.
* Work on prejudice-based bullying during anti-bullying week.
* Using world events as opportunities to positively reinforce life and culture in other countries.
* A non-negotiable approach towards the expression of views contrary to our agreed set of values.
Further details of the wider curriculum provision are available and updated annually as part of the Humanities and PSHEE curriculum handbook. | <urn:uuid:f0a55d63-9a4f-4a0d-9154-da2b5d76b895> | CC-MAIN-2021-04 | https://www.oaksinternationalschool.co.uk/wp-content/uploads/2019/11/OIS-Promoting-Fundamental-Values-policy.pdf | 2021-01-22T00:02:10+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00076.warc.gz | 936,802,154 | 1,530 | eng_Latn | eng_Latn | 0.997921 | eng_Latn | 0.997989 | [
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'Grammar Hammer'
Skill Check 6
Name: ______________________________________
Class: _________ Date: ______________
1. Underline the suffix that turns the noun into a verb.
2. Underline the suffix that turns the noun into a verb.
crystal
ize
en
horror
en
ify
3-4. Underline any silent letters in these words.
echo
sound
school
shop
5-6. Underline the correct word to use in each sentence. Use a dictionary if you need to.
Can you ( alter / altar ) my dress?
I put the rubbish down the ( shoot / chute )
7. Use a dictionary to find the meaning of this word.
customary
8-9. Number these words to show their alphabetical order.
friend
frank
flinch
frame
10-11. Underlinetwo connectivesthat can be used tocompareandcontrast
nevertheless
luckily
including
in contrast
unexpectedly
12-13. Underlinetwo sentence openersthat might help showtimeandsequencein a piece of writing
In contrast,
Before long,
Because,
Firstly,
14-15. Underline thecorrectverb tensesto complete the sentences.
I just ( saw / seen ) a squirrel in the tree.
Did you ( saw / see ) it?
16. Underline thecorrectverbtoagreewith thesubject.
17. Underline the correctverbtoagreewith thesubject.
There ( is / are ) some butter left.
But there ( is / are ) no eggs.
18-19. Underline the correct verb to make these sentences correct.
He ( took / taken ) the boys ice-skating. He has ( took / taken ) the boys ice-skating.
20-21. Circle the adjective in this sentence and underline the expanded noun phrase.
The small child returned the crab to the deep, cool rock pool.
22. Underline the correct modal verb to complete the sentence.
For my birthday, I ( can / would / might ) be getting a bicycle.
23. Underline the relative clause in this sentence.
The small boy, whose bike had been stolen, was crying loudly.
24. Use a comma to punctuate this sentence and make the meaning clear.
When the lightning struck the tree caught fire.
25. Punctuate this sentence with dashes - to show parenthesis.
I passed my test I cheated but I passed.
Total:
Red (0 – 9)
Yellow (10 – 19)
Green (20 – 25) | <urn:uuid:89a057f3-a144-40e6-ae0a-f0142062737d> | CC-MAIN-2021-04 | http://windsorpark.staffs.sch.uk/?mdocs-file=16926 | 2021-01-22T00:19:02+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00076.warc.gz | 117,523,466 | 552 | eng_Latn | eng_Latn | 0.997786 | eng_Latn | 0.997786 | [
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The Problem Statement
By Dr. Marilyn Simon
Find this and many other dissertation guides and resources at www.dissertationrecipes.com
The problem statement is one of the most important components of your study. After reading the problem statement, the reader will know why you are doing (or did) this study and be convinced of its importance. In 180 -250 words you need to convince the reader that this study MUST be done (or HAD to be done). Society or one of its institutions has some pressing problem that needs (needed) closer examination. YOUR study will answer (answered) some part of this serious problem in a unique and clever way.
The problem statement also explicates the paradigm (qualitative/quantitative/mixed) and the methodology (correlation, evaluative, phenomenological, Delphi, historical, experimental, etc.). A problem might be defined as an issue that exists in theory or practice that leads (lead) to the need for your study. Never stray too far away from your problem as you conduct, or discuss your research. Your dissertation will be judged on how well you solved the problem posed, and how well you obtained your purpose.
The following template can be used to put your initial draft of your problem statement together. This can then be converted into a lucid, scholarly, and clear problem statement that meets all the items in the checklist that follows.
Template for initial draft of problem statement
There is a problem in ___________(societal organization). Despite _________________ (something that should be happening) ___________ is occurring (provide supporting evidence). This problem has negatively impacted ____________(victims of problem) because _________________. A possible cause of this problem is ___________ Perhaps a study which investigates ___________ by a ________(paradigm/method) could remedy the situation.
"I hear and I forget, I see and I remember, I do and I understand" John Dewey on Experiential Learning.
| | PROBLEM STATEMENT | √ |
|---|---|---|
| | Average of ½ - ¾ page | |
| | 180-250 words | |
| 1. General Problem/Observation identifying the need for the study, with sufficient current evidence to support the extent of the problem. This can be current literature or current statistics. | | |
| 2. Specific “Problem” proposed for research. Evidence is provided that this is a current problem. However the words current or today should not be in the problem statement. A time reference can be included. | | |
| 3. Introductory words describing the paradigm (quantitative, qualitative, or mixed), the method, and research design are given and are appropriate to the “problem.” | | |
| 4. General population group affected by the problem is identified. | | |
| 5. The geographic area where the problem exists is identified, if appropriate. | | |
| 6. The gap in the literature is explained. The gap in the literature is not sufficient reason to conduct a doctoral study and is not, in itself, a problem, but it explains where your study will fit in with other scholarly research. | | |
| 7. The problem statement is written in a scholarly voice with APA formatting and no grammatical errors. There are no, or a minimum number of, quotations in the problem statement. | | |
| 8. Sufficient evidence is provided to convince the reader that the problem is real and solvable. | | |
| 9. The problem statement is clear, concise, and in accord with the purpose statement. The possible resolution is in accord with the chosen methodology. | | |
An Example Follows.
Bullying is one of the most critical issues facing middle school education in the 21 st century. When conflicts arise children can use their expertise with interactive technologies to humiliate and bully their peers online, in what is referred to as cyberbullying, and avoid reprimand from adults or foes. Parents often plead technological ignorance regarding cyberbullying, and many schools decline to discipline off-campus behavior.
Beane (2008) found that approximately 28% of middle school students are subjected to cyberbullying, and that this affects about ten million middle school children each year. E-mail messages and Web sites have increasingly become vehicles to threaten, tease, and humiliate other students. Incidents of online bullying can be just as hurtful as face to face bullying, yet are less likely to be detected or prevented by adults. To date there has been little, if any, formal evaluation of how cyberbullying has been addressed. In order to understand the complexities of online bullying, it is important that a mixed-method case study be conducted to determine the ill effects of online bullying and examine a case where online bullying was detected and dealt with. | <urn:uuid:9622a4ef-08b1-4a49-84a5-c23ee46efa04> | CC-MAIN-2021-04 | https://images.template.net/wp-content/uploads/2015/12/24061743/problem-statement-checklist-template.pdf | 2021-01-21T23:50:08+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00075.warc.gz | 374,754,721 | 1,020 | eng_Latn | eng_Latn | 0.998708 | eng_Latn | 0.999021 | [
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AMPLIFY our Weekly Message / 12.20.20
These discussions and recommended spiritual practices are designed to help AMPLIFY the impact of our Sunday morning teaching from God's Word. Choose the ones that fit best in your context.
4 th Sunday of Advent
Each Sunday in Advent light the appropriate Advent Candle with someone and spend a moment in conversation and prayer together.
Read Luke 2:11-14.
What do you think it would be like to see angels? In what ways do we proclaim the glory of God… life angels? How will the baby Jesus one day bring peace on those whom God's favor rests?
Daily Discussion
These are intended for conversation around the dinner table, in the car, or before bed at night (designed for ages 7 and up). Start each conversation by reading the passage listed.
Monday: John 14:1-6. How do you think the disciples felt about Jesus going away soon? What had they come to know and experience about Jesus's presence with them?
Tuesday: John 14:1-6. How are the disciples to get where Jesus is going? How does that apply to you today? How have you walked on that way this week?
Wednesday: John 14:1-6. How would you describe your love for and longing for Jesus? What things distract from love for and longing for Him?
Thursday: John 20:21. What is some of the very specific work that Jesus has sent you to do in this particular season?
Friday: John 20:21. What is your experience of setting your eyes on being with Jesus while setting your hands to work in the here and now?
Saturday: As we reflect during Advent on Jesus' first coming, what do you hope will be true about the second coming of Jesus?
Weekly Discussion
Spiritual friends are those who intentionally move into one another's life to spur one another on in spiritual growth for the Glory of God.
1. What is something that you do which increases your longing to be with Jesus?
2. How has God encouraged or pursued you recently?
3. How has God called or used you recently?
4. How has God corrected you recently?
What follows are some spiritual practices that we believe could feed your soul and advance His Kingdom this week.
An Inward-Focused Spiritual Practice
Daily spiritual discipline – Read a pray Psalm 143 each day this week.
Consider the Psalmists longing for the Lord. Consider your own.
Consider the Psalmists commitment to walk the way of the Lord. Consider your own.
How is God encouraging you and challenging you through these words?
An Outward-Focused Spiritual Practice
Seek to love those God places in your path. Be intentional to share Jesus's love through word or deed with them.
With the love of Jesus in view, reach out to a neighbor or co-worker or someone in need.
Step into one of our Shalom for the City initiatives and share Jesus with our local community.
Get on our weekly prayer email and start lifting these prayers and praises up to the Lord. | <urn:uuid:04661448-6df4-4011-b42c-c471792a1ce6> | CC-MAIN-2021-04 | https://www.covenantepc.org/mt-content/uploads/2020/12/coming-home-in-the-world.pdf | 2021-01-21T23:58:49+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00076.warc.gz | 743,391,589 | 619 | eng_Latn | eng_Latn | 0.997517 | eng_Latn | 0.997661 | [
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The New York Public Library Billy Rose Theatre Division
Guide to the
1962-1996 *T-Mss 1997-008
Plays for Living scripts, synopses, and brochures
Compiled by Kit Fluker, 2015.
Summary
Creator: Plays for Living (Organization)
Title: Plays for Living scripts, synopses, and brochures
Date: 1962-1996
Size:.84 linear feet (2 boxes)
Source: Donated by Plays for Living, 1997.
Abstract: Plays for Living is a non-profit organization that develops and produces scripts for theatrical productions, with the goal of fostering community discussion and social change. From 1959 to 1985, Plays for Living was a division of the Family Service Association of America. The Plays for Living scripts, synopses, and brochures contains scripts that were published by Plays for Living from 1962 to 1995, a book of synopses of the scripts that were available for purchase from the organization in 1996, and various promotional brochures for the organization. Social issues addressed in the scripts include AIDS, alcoholism, family life and parenting, workplace harassment, and suicide prevention. Many of the scripts were written by Elizabeth Blake.
Access: Some collections held by the Dance, Music, Recorded Sound, and Theatre Divisions at the New York Public Library for the Performing Arts are held off-site and must be requested in advance. Please check the collection records in the NYPL's online catalog for detailed location information. For general guidance about requesting offsite materials, please consult: https://www.nypl.org/about/locations/lpa/requesting-archival-materials
Conditions Governing Use: The author/creator retains copyright of materials.
Preferred citation: Plays for Living scripts, synopses, and brochures, *T-Mss 1997-008. Billy Rose Theatre Division, The New York Public Library for the Performing Arts
Language of the Material: English
Processing note: Compiled by Kit Fluker, 2015.
Key Terms
Subjects
Drama in education
Genre/Physical Characteristic
Scripts
Names
Family Service Association of America Plays for Living (Organization)
Container List
Scripts
Scripts (cont.)
b. 1 f. 4 Number 29-1048367 1975 Blake, Elizabeth, 1932A play about justice.
b. 1 f. 4 Who's Counting? 1976 Blake, Elizabeth, 1932A play on attitudes toward aging.
b. 1 f. 5 Message in a Bottle 1977 Davidson, Barbara Kay A play on alcoholism in industry. 2 copies.
b. 1 f. 5 Divide...and Multiply 1978 Thorne, Joan Vail A drama about single parents, separation and divorce.
b. 1 f. 5 The Road to Nowhere 1979 Barbour, Thomas A play about illiteracy--its causes and effects.
b. 1 f. 5 Who Says I Can't Drink? 1980
Blake, Elizabeth, 1932-
A drama about teenage drinking.
b. 1 f. 6 Tell Me It's Going to Be Wonderful 1982 Caldwell, Joseph, 1928A play about teenage sexuality and pregnancy.
b. 1 f. 6 Touch Me Where It Hurts 1983 Coigney, Virginia A play about arthritis and its impact on our lives.
b. 1 f. 6 It Was Easy: My Credit Is "A" Number One 1984 Gage, Bob A play about money problems in marriage.
b. 1 f. 6 Cross Currents 1985
Thorne, Joan Vail
A play on the connection between the workplace and the home.
b. 2 f. 1 Just One Step 1987 Hunkins, Lee A drama about children who live with parental alcoholism.
b. 2 f. 1 Not Me! 1987 Thorne, Joan Vail A play on the use and abuse of crack.
b. 2 f. 2 Anybody I Want to Be! 1989
Hunkins, Lee
A teen motivation play. 2 copies.
b. 2 f. 2 Live Wire
1989 Peyton, Bruce
A play about AIDS prevention among teenagers.
b. 2 f. 2 The Survivors 1989 Glass, Leslie A play about teen suicide prevention.
b. 2 f. 2 Where Does It End? 1989 Young, William Baldwin A play about prejudice and discrimination among teenagers.
Scripts (cont.) | <urn:uuid:d5030020-1be5-4c2f-8dcc-76c7f7cad2e6> | CC-MAIN-2021-04 | http://archives.nypl.org/uploads/collection/generated_finding_aids/the22688.pdf | 2021-01-21T23:58:43+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00077.warc.gz | 8,362,530 | 967 | eng_Latn | eng_Latn | 0.78011 | eng_Latn | 0.972664 | [
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PEIMS Code: N1290054
Abbreviation: PATHCC4
Grade Level(s): 12
Award of Credit: 1.0
Approved Innovative Course
* Districts must have local board approval to implement innovative courses.
* In accordance with Texas Administrative Code (TAC) §74.27, school districts must provide instruction in all essential knowledge and skills identified in this innovative course.
* Innovative courses may only satisfy elective credit toward graduation requirements.
* Please refer to TAC §74.13 for guidance on endorsements.
Course Description:
All students deserve academic and social support to help prepare them for the challenges they must face after high school graduation. The Path-College/Career Prep courses advance intellectual curiosity, conscientiousness, dependability, emotional stability, and perseverance through tasks that foster deeper levels of thinking and reasoning in the four core content areas. The Path secondary course series focuses on developing the habits and skills that are expected in college study and the workforce. High school Path students develop personal, interpersonal, and cognitive skills that are essential to productivity in both the collegiate and business worlds.
Essential Knowledge and Skills:
(a) General Requirements. This course is recommended for students in grade 12. Recommended prerequisites: Path-College/Career I, Path-College/Career II, and PathCollege/Career III. Students shall be awarded one credit for the successful completion of this course.
(b) Introduction.
(1) Through classroom applications of both contextual and non-contextual knowledge, students will demonstrate the mastery of 21 st college and career skills including collaboration, critical thinking, problem solving, effective written and oral communication, time management, project management, conflict resolution, and ethical decision-making.
(2) All students deserve academic and social support to help prepare them for the challenges they must face after high school graduation. The Path-College/Career Prep courses advance intellectual curiosity, conscientiousness, dependability, emotional stability, and perseverance through tasks that foster deeper levels of thinking and reasoning in the four core content areas.
(c) Knowledge and Skills.
Path-College/Career IV
(1) Critical Thinking & Reasoning Skills. The student, through the application of previous critical thinking practice, improves the ability to ask clarifying questions, to analyze arguments, to solve problems, and to think reasonably. The student is expected to:
(A) use the skills of categorization, elaboration, analogical reasoning, and information retrieval to make inferences and draw conclusions in bodies of text from each core content area;
(B) apply the creative-problem solving process and critical-thinking strategies related to real-world situations;
(C) apply problem-solving techniques and strategies to locate declarative and procedural information in problems from each core content area; and
(D) defend an argument through logical reasoning.
(2) College/Career Planning. The student will begin the college and career application process. The student is expected to:
(A) compare the differences among all of the college entrance exams and participate in at least one college entrance exam;
(B) prepare resume, complete college applications and essays, and conduct a presentation promoting who the student is;
(C) investigate available scholarships and grants;
(D) create an outline of steps for needed information in the Free Application for Federal Student Aid (FAFSA); and
(E) conduct a comparative analysis between selected colleges by analyzing tuition, housing, dining, fees, and amenities.
(3) Ethical Codes of Conduct. The student applies the decision-making model to various community issues and participates in an individual community service project. The student is expected to:
(A) identify theories of social responsibility and compare to personal experiences;
(B) analyze and resolve ethical problems in various career fields;
(C) explain how community involvement can affect one's perception of serving others such as happiness, peace, pleasure, and purpose; and
(D) create a personal community service project to refine the student's affective, creative, cognitive, and ethical development.
(4) Personal/Interpersonal Skills. The student will understand the nature of tension and anxiety and examine and/or develop personal management strategies to handle stress. The student is expected to:
(A) apply goal-setting techniques as a personal management strategy with the goal of high-level achievement and performance;
(B) identify techniques to help manage anxiety and stress;
(C) practice impartiality and avoid personal prejudice in group problem-solving activities;
(D) apply resolution strategies to manage conflict; and
(E) create a personal ledger and build a budget.
(5) Academic Behaviors. The student analyzes personal management and learning practices to evaluate personal effectiveness in various situations. The student is expected to:
(A) organize and attend study group sessions;
(B) practice the use of planners and calendars;
(C) engage active listening skills to recognize key notes in different types of presentations such as lecture, video, or audio;
(D) create and implement goal setting and prioritization;
(E) evaluate the effectiveness of note-taking methods; and
(F) select the appropriate critical reading and writing strategy in various situations such as in group discussions or for a particular audience member or presenter.
(6) Research Skills. The student conducts advanced research on a selected topic using qualitative and/or quantitative methods of inquiry and presents the research results in written and visual or oral format. The student is expected to:
(A) work with professionals in the field of chosen research;
(B) analyze similarities across time, disciplines, locations, and/or cultures;
(C) complete a research product, abstract, process record, and presentation of professional quality;
(D) participate in research that delineates the potential impact the findings will have on the individual and society at large;
(E) analyze and evaluate the effectives of a presentation;
(F) use peer feedback to adjust the research presentation; and
(G) listen critically and respond accordingly to audience feedback and questions.
Recommended Resources and Materials:
Textbooks:
Carter, C., Bishop, J., & Kravits, S. L. (2011). Keys to effective learning: developing habits for success. Boston: Pearson Allyn & Bacon.
Covey, S. (2019). The 7 habits of highly effective teens: the ultimate teenage success guide. New York, NY: Simon & Schuster Paperbacks.
Sherfield, R. M., & Moody, P. G. (2011). Cornerstone: creating success through positive change. Boston, MA: Pearson/Allyn & Bacon.
Suggested Resources:
Bill & Melinda Gates Foundation, Afton Partners, The Eli & Edythe Broad Foundation, et.al. (n.d.). A Working Definition of Personalized Learning. Retrieved from https://www.newclassrooms.org/wp-content/uploads/2018/08/personalized-learningworking-definition-1.pdf.
Covey, S. (2013). The 7 habits of highly effective teens: with companion workbook. New York: Simon & Schuster.
CollegeBoard. (n.d.). BigFuture. Retrieved from https://bigfuture.collegeboard.org/.
College Board: Pre-AP and AP Strategies and Support. Pearson. (n.d.). MyLab Foundational Skills. Retrieved from https://www.pearsonmylabandmastering.com/northamerica/myfoundationslab/ .
Recommended Course Activities:
ALL LEVELS:
* Enrollment in advanced level course(s)
* Active participation in tutorial sessions
* Career Guidance, Exploration, and Planning System (e.g. Career Cruising, Kuder, ASVAAB, Big Future)
* College Campus Visits (in-person, digital, or presentation by a college representative)
Recommended Path IV:
* College/Career records file
* High school degree plan
* Post-secondary "Course-of-Study" Plan
* SAT and/or ACT
* Individual community service project
For College-going students:
*
* Complete Apply Texas
* resume/send letters of recommendation
FAFSA
* transcript retrieval
* College Visits
For Career-path students:
* Job application process
* Complete certification
* resume/letters of recommendation
* Workplace Visits
* work and experiential background documentation
Suggested methods for evaluating student outcomes:
* Extra-curricular activity participation
* College/career research
* Reflection journal
* Speeches / presentations
* Socratic Seminars and/or debates
* Research: transcript implications, financial future, college / career society and culture
* Creative problem-solving activities
* Resumes
* College applications, essays, etc.
* Create/implement an individual community service project
Teacher qualifications:
An assignment for Path College/Career I-IV is allowed with a valid certificate appropriate to the grade level of assignment.
Recommended:
* GT 30-hour foundational training
* College Board Institute Training
Additional information:
Interested districts can contact Kathleen Plott at firstname.lastname@example.org for example of district designed training. | <urn:uuid:fc701202-7476-4450-9f62-6043aa67dff9> | CC-MAIN-2021-04 | https://tea.texas.gov/sites/default/files/Path-CollegeCareer_IV_2020.pdf | 2021-01-22T00:52:00+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00077.warc.gz | 596,424,499 | 1,798 | eng_Latn | eng_Latn | 0.951121 | eng_Latn | 0.978833 | [
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THE SIX WIVES OF KING HENRY VIII
Divorced, beheaded, died, divorced, beheaded, survived!
Ready for a trip back in time? Here at Nat Geo Kids, we're travelling back to Tudor England in our Henry VIII wives feature. Hold onto your hats – and your heads!
Henry VIII wives…
1. Catherine of Aragon
Henry VIII's first wife was Catherine of Aragon, daughter of King Ferdinand and Queen Isabella of Spain. Eight years before her marriage to Henry in 1509, Catherine was in fact married to Henry's older brother, Arthur, who died of sickness at just 15 years old. Together, Henry and Catherine had a daughter, Mary – but it was a son that Henry wanted. Frustrated that Catherine seemed unable to produce a male heir to the throne, Henry had their marriage annulled (cancelled) in 1533. But there's more to the story – towards the end of their marriage, Henry fell in love with one of Catherine's ladies-in-waiting (woman who assisted the queen) – Anne Boleyn …
2. Anne Boleyn
Anne Boleyn became Henry's second wife after the pair married secretly in January 1533. By this time, Anne was pregnant with her first child to Henry, and by June 1533 she was crowned Queen of England. Together they had a daughter, Elizabeth – the future Queen Elizabeth I. But, still, it was a son – and future king of England – that Henry wanted. Frustrated, he believed his marriage was cursed and that Anne was to blame. And so, he turned his affections to one of Anne's ladies-in-waiting, Jane Seymour. And Anne's fate? Following accusations of numerous crimes, including witchcraft and treason (plotting to kill the king), she was arrested and beheaded. Eek!
3. Jane Seymour
On 30 May 1535, King Henry married Jane Seymour. Unlike his previous wives, however, Jane never had a coronation and so was never crowned Queen of England. Some people believe this was because Henry wanted her to provide an heir to the throne first. And in October 1537, the time had finally come – Henry became the proud father of Prince Edward. But the prince came at a price – Jane took ill and died just two weeks after the birth. She was buried in a tomb at Windsor Castle, and would later become the only one of
Henry's six wives to be buried with him.
4. Anne of Cleves
Henry was single for two years after Jane Seymour's death. But as time passed, the King and his ministers felt that England needed a foreign ally – and so the hunt for a new bride began! Henry sent a talented painter called Hans Holbein to Germany to paint portraits of the Duke of Cleves' daughters, Anne and Amelia. Anne's portrait pleased him, and arrangements were made for the pair to wed. But Anne's arrival in England proved to be a bit of a disaster to say the least. Seeing her in person, Henry took an instant dislike to Anne and, finding her ugly, referred to her as "The Mare of Flanders". Poor Anne! Too late to cancel, their wedding took place 6 January 1540, only for the marriage to be annulled a few weeks later.
5. Kathryn Howard
Next in line to marry King Henry VIII was young Kathryn Howard – lady-in-waiting to Anne of Cleves and first cousin to Henry's second wife, Anne Boleyn. By the time they married in July 1540, Henry was 49 years old, overweight and unable to walk, and Kathryn a lively teenager. Delighted with his new wife, Henry is said to have spoilt Kathryn with gifts and called her his "rose without a thorn". But trouble lay ahead for Kathryn – two years into their marriage, she was accused of being unfaithful to the king. Her fate..?
6. Catherine Parr
The last of Henry VIII wives was Catherine Parr. An educated woman who loved to learn new things, Catherine married Henry on 12 July 1543. She proved to be a kind wife who looked after Henry in his sickness, and a good stepmother to the king's three children, Mary, Elizabeth and Edward. But yes – you guessed it – she didn't have it easy with Henry! Her interest in Protestantism (a new religious faith) made her enemies in court – enemies who tried to turn the king against her and have her arrested. Luckily for
Catherine, she managed to convince Henry that she was loyal to him and his religion, and was spared execution. Phew! Henry died in 1547, leaving Catherine widowed and free to marry her former love, Thomas Seymour.
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UK Science Research & Collaboration
'CUBED' WEBZINE
DANCE AND PARKINSON'S DISEASE
HIGH SPEED LIGHT HARVESTER
SECRETS OF REGENERATION
ADDICTION: NATURE OR NURTURE?
SMARTER PARKING
SILVER LINING
ANTI-ALLERGY PARASITE
PANCREAS PROTECTOR
POP HIT DETECTOR
BODY SENSITIVE CANCER TREATMENT
CHEAPER SMARTER PHONES
SPORTS TRAINING TOOL
LIGHT ENERGY HARVESTING
KITCHEN SINK FRENCH
CLEVER CAMERAS
CATALYTIC CLOTHING
SMART SURVEILLANCE
SUPER BROCCOLI
KICK AND CLICK
PICO SECURE ACCESS
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Science Policy Science & Society About us
ANTI-ALLERGY PARASITE
HYGIENE HYPOTHESIS
As rates of allergy are reported to have tripled in the UK in the past decade, the scientific finger is pointing to an over-sanitised lifestyle making our immune responses overactive. Now, a team of biologists at the University of Edinburgh, led by Professor Rick Maizels, are investigating how parasitic worms could offer a cure for modern illnesses. Countries that have largely eliminated parasites are seeing a rise in allergies and conditions such as multiple sclerosis and asthma. They want to isolate the component that has the most effect on reducing allergies and turn it into a drug using genetic engineering.
DAMPENING ALLERGY RESPONSES
Initially working on the helminth parasite as a public health problem, they found that a good proportion of people were tolerant and in fact had lower levels of allergy. Maizels recalls, 'the helminth was instructing the immune system to be less reactive that makes some sense because the immune system doesn't get rid of the parasites. That's not a good thing for humans but what does seem to be good is that the helminths have the effect of dampening allergy.'
If they can identify in the helminth parasite the mechanism that dampens allergy, it can treat allergies without expecting people to be infected by the parasite. They are excited by how their work crosses into other areas of research, including expertise in paediatric allergy and biochemistry
FINDING THE RIGHT MOLECULES
They have the helminth molecules, which they think are involved in the process so now the task is to identify what each one does. Maizels says 'our biggest challenge is that we need to do more than one thing at once, because different things are happening. It's a good problem. The principle of the approach is important, but we don't have the outcome yet.'
He expects it will take at least another year to complete testing of the individual components. Then the next step would be to find an industrial partner who is interested in developing one of them. Another positive impact of their work is the implication it has for our understanding of the relationship between public health and hygiene. We just need to find the right bit of the dirt.
LEARNENGLISH SCIENCE ACTIVITIES
Why not do a language activity based on this cubed story on Anti-allergy parasite? You can double-click on any word on this page for a dictionary definition.
Climate Change Home The Earth Debates | <urn:uuid:b90b51c4-593b-4241-9788-1210491aa975> | CC-MAIN-2021-04 | http://maizelslab.org/wp-content/uploads/2016/09/British-Council-Anti-allergy-parasite.pdf | 2021-01-21T22:58:55+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00078.warc.gz | 67,083,673 | 697 | eng_Latn | eng_Latn | 0.997214 | eng_Latn | 0.997214 | [
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Maths Assessment Year 4: Multiplication and Division
1. Recall multiplication and division up to 12 x 12.
2. Use place value, known and derived facts to multiply and divide mentally, including: dividing by 1; multiplying together three numbers.
3. Recognise and use factor pairs and commutativity in mental calculations.
4. Multiply 2 digit and 3 digit numbers by a 1 digit number using formal written layout.
5. Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
Maths Assessment Year 4: Multiplication and Division
1. Recall multiplication and division up to 12 x 12.
Answer the questions your teacher reads out loud. Just write the answer.
| | 6 | 11 | 16 |
|---|---|---|---|
| 2 | 7 | 12 | 17 |
| 3 | 8 | 13 | 18 |
| 4 | 9 | 14 | 19 |
| | 10 | 15 | 20 |
2. Use place value, known and derived facts to multiply and divide mentally, including: dividing by 1; multiplying together three numbers.
a) Answer the questions your teacher reads out loud. Just write the answer.
b) Multiply these numbers together:
| | 6 |
|---|---|
| 2 | 7 |
| 3 | 8 |
| 4 | 9 |
| | 10 |
| 4 x 6 x 3 |
|---|
| 7 x 2 x 8 |
| 125 x 1 |
| 5 x 8 x 3 |
c) For each multiplication, write 1 related division fact:
example:
Total for
6 marks
1 mark
2 marks
4 marks
a) Two factors of 12 add up to 8. What are they?
6 x 4
12 x 7
11 x 9
4 x 8
9 x 5
6 x 8
8 x 7
56 ÷ 7 = 8
3. Recognise and use factor pairs and commutativity in mental calculations.
b) Tick the calculations that have the same answer to 3 x 4 x 5.
Use written methods to complete these calculations. Show your working out:
4 x 5 x 3
20 x 3
6 x 4 x 2
6 x 12
3 x 20 x 1
4. Multiply 2 digit and 3 digit numbers by a 1 digit number using formal written layout.
85 x 3
62 x 4
132 x 5
264 x 3
5. Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
Solve the following problems:
a) Ella needs 20 cupcakes for her birthday party. The following shops sell them at the following prices:
Which shop would it be cheapest to buy the cakes at? Show your working out.
b) She also wants to buy 6 margarita pizzas and 4 pepperoni.
Which shop would it be cheapest to buy the pizzas at? Show your working out.
c) There are 7 guests coming to the party. She estimates that each guest, plus herself, will drink 500ml of lemonade each. How many litre bottles of lemonade will she need to buy. If each litre costs £1.50, how much will it cost altogether? Show your working out.
how many bottles of lemonade?
total cost
5
©twinkl.co.uk. You may photocopy this page.
Teacher Script: Maths Assessment Year 4: Multiplication and
1. Questions for teacher to read aloud. Read each question twice and leave 5 seconds for the pupils to answer. Children should just write down the answer.
2. Tell the children to use the multiplication facts they already know and place value to answer the following questions. Read each question twice and leave 10 seconds for them to write the answer.
| 1 | 6 x 9 | 6 | 9 x 8 | 11 | 7 x 12 | 16 |
|---|---|---|---|---|---|---|
| 2 | 32 ÷ 8 | 7 | 12 x 12 | 12 | 81 ÷ 9 | 17 |
| 3 | 7 x 5 | 8 | 40 ÷ 8 | 13 | 8 x 6 | 18 |
| 4 | 11 x 9 | 9 | 3 x 7 | 14 | 80 ÷ 8 | 19 |
| 5 | 36 ÷ 6 | 10 | 45 ÷ 9 | 15 | 9 x 0 | 20 |
| 1 | 80 x 5 | 6 | 7 x 20 |
|---|---|---|---|
| 2 | 5 x 40 | 7 | 540 ÷ 9 |
| 3 | 210 ÷ 3 | 8 | 500 x 7 |
| 4 | 60 x 6 | 9 | 80 x 30 |
| 5 | 240 ÷ 8 | 10 | 30 x 60 |
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Being active is important with a Lower limb amputation
What good things could being more active do for you?
Improved lower limb strength
Improves quality of life
Reduce your risk by being more active. All adults keeping physically active reduces your chance of:
Type 2 Diabetes
High Blood Pressure
Coronary Heart Disease
Cardiovascular Disease
Stroke
Cancer (Breast, Colon, others)
Joint and Back Pain
Falls
Obesity
-50%
-50% -40% -35% -30% -25% -25% -21% -10%
Reduces
back pain
Reduces morbidity and mortality
Improves self esteem
How can being active improve my quality of life?
Greater independence
Reduces back pain
Improves fitness
Reduces risk of falls
Improves mood
Builds confidence
© FSEM (UK)
Follow these Top Tips to keep you active:
Find an activity that you enjoy and make it fun 1
Start by setting yourself an achievable goal 2
Incorporate activity into your everyday life and routine 3
Regular physical activity has proven benefits to your physical and psychological wellbeing 4
5 If you're worried about becoming more active, contact your local prosthetic centre for advice and discuss your concerns with a healthcare professional
Remember to regularly check your residual limb to ensure there is no redness or skin breakdown and be aware of reduced sensation 6
7 It is normal for anyone who is not used to being physically active to experience some muscle soreness after doing a new activity. As your body gets used to the new activity this soreness will reduce
To progress your activity, increase the duration first, then the intensity 8
9 Extra sweating and changes in size of your residual limb are common when undertaking physical activity. Carry extra socks and contact your prosthetic centre for advice if it is causing you a problem.
Seek advice from LimbPower and the Limbless Association about activities you wish to do. Don't be put off by others saying you can't do it 10
Build activity into everyday life:
Exercise class
Yoga/pilates
Swimming or
aqua class
Throwing ball in
park with child
At play
Cycling
Walk
Public
transport
Travelling
Carrying
shopping bags
Online exercise
videos
Housework:
doing the
hoovering
Gardening
At home
Walking up
stairs
Standing to
talk on
telephone
Active meeting
Standing at your desk
At work
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I Am Sacagawea Ordinary People Change The World
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I Am Sacagawea Ordinary People
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Read Book I Am Sacagawea Ordinary People Change The World
People Change the World" series. Many other subjects achieved greatness as adults but I loved the way this book highlights Sacagawea's amazing accomplishments as a teenage girl, and a Native American at that.
Series Name: Ordinary People Change The World | A Mighty Girl This friendly, fun biography series focuses on the traits that made our heroes great - the traits that kids can aspire to in order to live heroically themselves. Each book tells the story of one of America's icons in a lively, conversational way that works well for the youngest nonfiction listeners ...
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Relationship Styles Activity
Scenario 1 - Being Dismissive: Mum and Max
Mum: Max, it's time to go.
Max:
I don't want to. I hate school.
Mum: Come on Max, you know you enjoy school. Of course you're going.
Max:
No , I hate it. Why do you always tell me what I like? You never listen.
Mum:
What do you mean I never listen? Now come on we need to go- I’ve got a meeting I need to get to this morning.
Max:
(comes out of the kitchen banging his bag on the door and kicking the chair shouting) OK I suppose I have to.
They drive to school in silence.
Scenario 2 - Being Disapproving: Mum and Max
Mum: Max, it's time to go.
Max:
I'm not going.
Mum: What do you mean, I'm not going?
Max:
I hate school.
Mum: That's ridiculous, you love school.
Max:
Jake's being mean.
Mum:
That’s quite enough now get into the car. You need to calm down and get your things together. Stop making such a fuss.
Scenario 3 - Being Laissez-Faire: Mum and Max
Mum: Max, it's time to go.
Max:
I'm not going.
Mum: What do you mean you're not going?
Max:
I hate school.
Mum: Oh dear, what's happened?
Max: Jake, he doesn't choose me for five aside now and I'm on my own at breaktime.
Mum: Oh dear Max, that's not very nice, poor you. Jake sounds like he's being really mean.
Max: I know, that's why I can't go.
Mum: I’ll tell you what, I’ll take a half day from work and we can watch a film until you feel better, poor Max
Scenario 4 - Emotion Coaching: Mum and Max
Mum: Max, it's time to go.
Max:
I'm not going.
Mum: What do you mean, you're not going?
Max:
I hate school.
Mum: Oh dear, what's happened?
Max: It's Jake, he doesn't choose me for five aside now and I'm on my own at breaktime.
Mum: Oh dear Max, that’s not very nice, poor you. It’s not nice being left out. I wonder what’s happening for Jake, you have been such good friends and it doesn’t sound like him.
Max:
I don't know why he's doing it because he used to be my friend.
Mum: Well Max, we do have to go to school, but what do you think we can do about this?
Max: Umm, I could try to ask him what's wrong, but it's difficult to speak to him at school.
Mum: Could we invite him and a couple of other friends for a sleepover at the weekend, or a swimming outing?
Max:
A sleepover with a film, that would be good.
Mum: OK Max, you invite your friends and I'll ring the parents tonight.
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Our approach to River Maintenance
River maintenance in Cumbria
October 2011
River maintenance
Keeping rivers clear from the build up of gravel, plants and debris forms an important part of the Environment Agency's river maintenance plan, in order to maintain the required standards of flood protection in priority flood risk areas, such as Cockermouth, Keswick and Grange. In Cockermouth, the river channels are inspected annually to identify any maintenance work required. Upstream of areas at flood risk we monitor the river capacity and bank condition and we work to remove trees and other debris that could cause blockages downstream. This year we are maintaining 49 kilometres of river in the Derwent and Cocker catchments. Full details of our annual maintenance programme for this year can be viewed on our website.
Removing gravel, plants and debris
We use a risk based approach for the removal of gravel in priority flood risk areas. In these key locations, the river channels are surveyed annually to determine what work is required to maintain the capacity of the river.
The survey information is used in mathematical river modelling to identify where gravel shoals have reached a level that will affect flood risk. We usually survey rivers in the early spring as this enables us to identify where gravel has accumulated as a result of high river flows, mostly experienced during the winter months. This work forms the basis of our annual maintenance programme which is carried out during the summer months when work has the least impact on the river environment. We also carry out additional survey work after high river flows, if there has been a significant movement of gravel, to ensure that the channel capacity has not been reduced at any time of year.
We use this evidence to help form our approach to managing gravel in order to maintain the required standards of flood protection for people and property. In 2011 we have removed gravel from the River Greta at Keswick and the River Derwent at Grange. The gravel shoals within Cockermouth were last surveyed in March 2011 and are not currently affecting flood risk so no gravel removal is planned at the moment. This will be reviewed in March 2012.
Understanding flood risk in Cockermouth
Flood risk in Cockermouth is managed by a combination of maintaining the capacity of the river channel and the construction of additional flood defences in some locations throughout the town. The Cockermouth Flood Defence Scheme completed in 1999 reduced flood risk to a 1% chance of flooding in any one year (a 1 in 100 year standard of protection).
We base our understanding of flood risk on our long-term river flow records. We use this information to assess the scale of flood flows using the latest water industry recognised techniques developed by the UK's leading scientists and researchers.
As we gather more river level data every year, our estimate of the 1 in 100 year flow and therefore the percentage chance of flooding may change. This is especially the case if there has been a significant flood. Cockermouth is no exception to this. When the flood defence scheme was built in 1999, the 1 in 100 year flow estimate was 198 cumecs (the cumec is a measure of flow rate and means cubic metres per second). Following the major flood in 2005, this was recalculated at 263 cumecs and led to us carrying out work to raise the Waterloo Street flood defences in 2008. Following the significant flooding in 2009, caused by unprecedented rainfall, our revised river level data increased the 1 in 100 year flow estimate to 373 cumecs - a considerable 41% increase. As a comparison, this volume of water approximately equates to the volume of four double-decker buses through the river every second.
This significant increase has subsequently changed the way we need to manage flood risk in Cockermouth to ensure homes and businesses are protected to a 1% chance of flooding in any one year (a 1 in 100 year standard of protection). This is why we are currently developing plans for a new flood risk management scheme.
Our best estimate of the 2009 peak flood flow is approximately 580 cumecs. This equates to a flood with a 0.18% chance of happening in any one year (a flood expected to occur once in 550 years).
Reducing flood risk in Cockermouth
We are currently in the process of designing a new £4.4 million flood alleviation scheme for Cockermouth to reduce flood risk to a 1% chance of flooding in any one year. This will be achieved by a combination of raised flood defences in some locations throughout the town as well as gravel removal. We originally estimated this to cost £5.3 million but have now reduced this to £4.4 million by making savings through design and construction.
The required standard of flood protection cannot be achieved solely by the removal of gravel and deepening the river channel. For example, to achieve the additional channel capacity required by dredging alone, river modelling has indicated that the entire width of the river bed over a two kilometre stretch of the River Derwent would need to be dredged to between a one and two metre depth. The River Cocker would also need to be deepened by approximately one metre over a distance of 700 metres up to Cocker Bridge. This equates to the removal of approximately 215,000 tonnes of gravel on the River Derwent and 30,000 tonnes on the River Cocker. Using the same principle, to contain the November 2009 peak flood flow of 580 cumecs, the river bed would have to be dredged to approximately 3.5 metres in depth over a distance of eight kilometres. This equates to the removal of approximately two million tonnes of gravel.
Dredging the rivers to the levels in either of the two scenarios above would require significant work to demonstrate that it was technically feasible to ensure that bridge foundations, river retaining walls and river banks would remain structurally stable and it is highly unlikely that such options would ever be economically or environmentally sustainable.
Recent gravel removal work in Cockermouth
In Cockermouth, gravel is naturally deposited upstream and downstream of Gote Bridge as it is on a bend in the river. In the 1930's, three side arches were added to Gote Bridge on the inside of the river bend. The river either side of the bridge was also widened, to enable high river flows through these arches. For these reasons, there will always be a shoal of gravel located at this point in the river.
Since 2005, the Cockermouth area has been surveyed and managed to provide the required standard of flood protection (a 1% chance of flooding in any one year, or a 1 in 100 year standard of protection). A small increase in the gravel shoal was identified in 2008 after the unusually high summer flows and gravel was removed in January 2009. This meant the required standard of flood protection for the town was maintained prior to the November 2009 floods.
In November 2009, West Cumbria was subject to unprecedented and record rainfall, which fell on already saturated ground. The river levels were so high and the flooding was so significant, that any removal of additional gravel above our routine maintenance programme would not have prevented the flooding.
The flood of November 2009 deposited a large quantity of gravel in the river channel near Gote Bridge. In response, we carried out emergency works to remove 12,000 tonnes of gravel, plants and debris from the river in January 2010. We also took this opportunity to remove more gravel than had been present before the flood and maintain the channel capacity. This additional work was done to help us reduce flood risk following the significant increase in our 100 year flow estimates following the flood.
What are the next steps?
It is really important we continue work with the community on our plans to reduce flood risk to the town to address any issues and concerns before moving forward with our proposals.
We are holding an exhibition during November 2011 in partnership with the Cockermouth Flood Action Group. Here we will be showing plans and designs for each part of the proposed flood risk management scheme to enable the local community to get a real understanding of our plans to reduce flood risk, as well as seeing first hand how our proposed flood defences will look and if any changes are needed. We welcome all feedback and are happy to answer any queries or concerns, so please do get in touch.
We are planning to complete the detailed design and hope to have all the necessary planning permissions in place by April 2012, so that we can start construction if the necessary funding for the scheme is secured.
Contact us
For more information, advice, or to raise any concerns you may have about our work to reduce flood risk in Cockermouth, please contact:
Adrian Bacon, Cumbria Flood Risk Management Engineer on 01768 215811
or, Keith Roddy, Project Manager, on 01925 542782.
Email : email@example.com
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Exams are Nearly upon us
It may feel that the Summer is a long way off but in fact the first exams are only 3 months away. The first exam for GCSE's is the 15th of May. Its never too early to start revising and in fact the earlier the better. There are plenty of ways to prepare for exams - here are some easy tips and ways to help your child prepare.
- Make sure there is a comfortable space to study at a table and where work can be spread out
- Create a revision timetable to spread the revision evenly through the week.
- Organise study time into small sections, and plan regular breaks
- Create revision cards. The more senses that are used to revise the better information is stored
- Learn essential information from bullet points, rather than long notes.
- Print past papers, and exam questions to complete
- Make sure healthy routines are maintained, including healthy eating, drinking water, and getting enough sleep, its easy to eat junk food and get into bad habits at times of stress
Thank you for supporting us as the students prepare. If you would like advice about helping your child prepare for their exams, please contact your child's tutor.
We have a supply of revision cards available for students, please us if you need any.
Contact Us
Telephone: 020 8732 6649
Northgate School, Edgware Community Hospital, Burnt Oak Broadway, Edgware, HA8 OAD
Northgate day student Sleepover
Date: Friday 3rd March 2017
What to bring?
Bring your essentials such as toothbrush, pyjamas, toiletries and most important phone chargers
Bring your duvets, pillows and cuddly toys to help you sleep.
Medication
If you are taking any night or morning medication give it to Yvonne on the day for safe keeping. All medication needs to have your name labelled clearly on the container
The night will include -
- movie night
- Wii games
- Loud music rave
- Midnight feast
-
Lots of maths(only joking
There isn't a bed time!
)
February 2017 Newsletter
My dream upon a freaky eye
I am asleep, I am dreaming, I said to myself as someone came running towards me. I was thinking about what my teacher told me "If you want your dream to change, then change it". So it changed into my dog from when I was younger. I felt my legs start to give way, my eyes started to tear up. It was very uncomfortable. It was as if someone was trying to get out of my eye. As if they didn't want to see the beyond mind of mine. All I could think about was this uncomfortableness of my eye. I screamed hopelessly knowing there was no one there. I closed my eyes and went back to sleep hoping that everything would go back to normal.
BY MS.
Friday 12th February we held a valentines sale where we walked around the hospital and sold cards, candles, keyrings and love hearts for valentines.. Everyone was really supportive and we made over £40.
Creative writing by RS.
So there I am walking towards Kings Cross train station in my thick green parker jacket. As I'm walking I can hear the leaves crunching underneath my feet like eating corn flakes without milk. As I walk in the station I can hear my train arriving at platform
4, I can see the steam coming out of the top of the train like a massive cloud hovering above. I take a big step to get on the train and I was so sacred I would fall through the big black hole beneath me .The train is really busy, with people pushing other people around and the noise was unbelievable like a lion roaring in your ear a thousand times per second. By the time I go through the group of people to find my seat, the train has started to move and I fall to the ground, I was so embarrassed. As I finally find my seat I must be the most unlucky person on the train as my heating isn't working. I'm so cold I can even see my breath as I exhale though my mouth, I knew I should have worn more layers. I'm now half way though my journey and I look out of the window, it was like a daydream, I could see a herd of horses in the far distance galloping around in a field full of falling leaves, maybe they were spooked or just having fun but it was a beautiful picture to see. I'm still freezing cold so I decide to go to the buffet cart at the end of the carriage however when I got there, there are so many hot drinks to choose from, just thinking about it warms up my entire body. The Pumpkin pie latte draws my attention, I can taste it in my mouth even before I buy it, as soon I hold my amazing hot drink I take a sip and it takes my breath away. As sit back in my seat there is a handsome young man sitting in front of me, he was gorgeous, he had that kind of face which stopped you in your tracks, he must be used to that. He had jet black afro hair with bright blue eyes; he got better the more I looked. He must of noticed I was staring at him as he introduced himself ''I'm Reese, so what stop are you getting off?'', his voice was as amazing as his appearance, he was a Geordie. He saw that I was shivering so he placed his warm bomber jacket over my shoulders, I could smell that he had an expensive taste in aftershave as all I can smell is Gucci Guilty Homme. We start to watch a film on his laptop, I'm not too sure what it is about as most of the time I am just staring in to his eyes. I am so engrossed in this fairy tale I miss my stop so I have to get off the same stop as Reese, well that's not all bad. I look at my phone and see the time, which is one minute to midnight; I have no money to get a taxi or even money to stay in a hotel just till I can get a train to go back to my destination. Kindly Reese offers me money to get a taxi to get back but then says he doesn't want such a gorgeous girl to travel home alone in the dark. We get a taxi back his house and he invites me to stay the night I am a little scared, but as I reflect on the day I feel something inside me which felt right as I lie down to sleep and shut my eyes I think to myself I never want this fairy tale to end.
Work Experience
Some students have started work experience placements and my work placement is at Barnet Mencap where I am siting on the front desk answering the phone and welcoming people through the door. At first I was really nervous but I have started to get my confidence up and now I'm really enjoying it.
Mothers day sale
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Study finds surprising diversity in early child care
Author: Grabmeier, Jeff
Source: Ohio State News
Format: Article
Publication Date: 9 Nov 2020
Seven pathways to kindergarten identified in one state
AVAILABILITY
Access online
[2]
EXCERPTS
A new study of kindergartners in one Midwestern state identified seven different pathways the children took in their early education and care before arriving at school.
The researchers were surprised by the diverse experiences that kids brought with them to kindergarten: While some received care only in their home or mainly in a child care center, others switched back and forth between different types of care, or had other arrangements.
This study is one of the few that has looked at kids' child care experiences all the way from birth to kindergarten, which allowed the researchers to capture the broad range of pathways, said Nathan Helsabeck, lead author of the study and a graduate research associate in educational studies at The Ohio State University.
"There are more nuanced differences in children's experiences before kindergarten than we originally thought," said Helsabeck, who is also an associate of Ohio State's Crane Center for Early Childhood Education and Policy.
"Looking at how children get to kindergarten could help us better consider what they need when they are entering school."
The study was published online in the journal Early Education and Development.
The study is part of a larger federally funded project designed to improve understanding of what happens in classrooms from pre-school to third grade. Data was collected from two large, suburban school districts including 25 schools, 152 classrooms and 3,472 students. A subsample of 568 students was used in this study.
One part of the study involved having parents complete questionnaires about their children's education and care from birth to 5 years old.
The researchers found that the largest group of children – 44% – received care only in the home over the first five years of life.
About 10% spent their first two years at home and in the third year became increasingly likely to be in center-based care. Another 7% spent these early years mostly in center-based care.
Those were the three pathways that the researchers had hypothesized would occur before they conducted the study, said Kelly Purtell, co-author of the study and associate professor of human sciences at Ohio State and faculty associate at the Crane Center.
But they found four other pathways as well: The second-largest group, 21%, were at home most of the early years, but were enrolled in a preschool or pre-kindergarten program in the last year before kindergarten. Other groups included children mostly cared for in informal settings (5%); those who went between home and informal care (8%); and those had both home and center care through the whole 5 years (5%).
Why were there so many different pathways?
"It reflects the patchwork availability of child care in this country," Purtell said.
"Child care for infants and young kids is expensive, so there are not a lot of affordable options for parents. Parents have to find different ways to take care of their kids while they work."
Helsabeck said he was particularly struck by the children whose care shifted from year to year, often from home to informal care, as their parents' situations changed.
"There was more than I expected in this category," he said.
"We need to realize that some kids face a lot of instability and their child care situations may change a lot. That may affect how they do in school."
The study also looked at how children who took different pathways did in kindergarten.
[1]
1
Findings did not show differences in test scores between children from different pathways. That was surprising, because most studies show an advantage to kids who spent more time in center-based care, Helsabeck said.
But he cautioned against making too much of that finding. It could be that there were not enough children in each of the seven groups to reveal differences in this study.
Results confirmed other studies that found children who spent most of their time in center-based care during their first five years had more teacher-reported social and behavioral problems in kindergarten.
That may be because these kids are already comfortable in school-like settings and are not as shy about acting out, Purtell said. They may also be more easily bored because for them, the experience is not novel.
"This is a real challenge for kindergarten teachers to navigate children who are brand new to this setting with those kids who are already familiar with the classroom setting," she said.
The researchers said that the seven pathways to kindergarten found in this study may not be the same everywhere.
"We looked at only two school districts in one state. That's not going to represent the whole country," Helsabeck said.
"But what we can take away from this is the wide range of experiences kids bring to kindergarten. It is going to affect how they do in school."
The research was supported by funding from the federal Institute of Education Sciences.
Other co-authors on the study, all from Ohio State, were Jessica Logan, assistant professor of educational studies; Laura Justice, professor of educational psychology and executive director of The Crane Center; and Tzu-Jung Ling, associate professor of educational studies and The Crane Center.
Related link: Pathways to kindergarten: A latent class analysis of children’s time in early education and care [3]
Region: United States
[4]
Tags: kindergarten [5]
availability [6]
Source URL (modified on 17 Nov 2020): https://childcarecanada.org/documents/child-care-news/20/11/study-finds-surprising-diversity-early-child-care Links
[1] https://childcarecanada.org/documents/child-care-news/20/11/study-finds-surprising-diversity-early-child-care
[2] https://news.osu.edu/study-finds-surprising-diversity-in-early-child-care/
[3] https://childcarecanada.org/documents/research-policy-practice/20/11/pathways-kindergarten-latent-class-analysis-children's-time
[4] https://childcarecanada.org/taxonomy/term/7865
[5] https://childcarecanada.org/category/tags/kindergarten [6] https://childcarecanada.org/category/tags/availability
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Resources for Immigrants and Their Families During COVID-19
Can I use Unemployment Benefits?
If you are sick, lose your job, or are caring for someone with the virus, you may be able to get financial or medical help. This guide will help you understand what resources your family may be able to use.
Will the government send checks to everyone. Will I get a check?
It depends. The US Government will send money to people who filed taxes last year with a social security number. If you filed taxes last year with a social security number, you may get a stimulus payment. If you are not married and make less than $75,000 a year you could receive a check for $1,200, with an extra $500 for every child under 17 who you claimed on your 2019 taxes. The stimulus money will not count against you on a public charge test and will not impact other benefits, like SNAP or AHCCCS.
If you filed taxes in 2019 using an individual taxpayer identification number (ITIN), you will not receive a stimulus check.
How can I find health care for my family during COVID-19?
If you are concerned that someone in your family has COVID-19, you should not feel afraid to see a doctor. The US Government has said that getting tested or treated for COVID-19 will not count against you on a public charge test and will not hurt your immigration or green card application.
Your family may be able to get health insurance through AHCCCS or KidsCare. If you are not eligible for AHCCCS or KidsCare, you can still see a doctor at a federally qualified community health center (FQHC) at low- or no-cost. FQHCs will treat anyone, regardless of immigration status.
What is Public Charge?
"Public Charge" is a test U.S. Immigration uses to decide if a person can get a visa or green card without a lot of help from the government. When the government makes this decision, they look at many different things, including income, work, age, health, education, skills, family, and whether a U.S. citizen or resident has agreed to support the person.
In the past, only using cash assistance or long-term care funded by the government would hurt someone's visa or green card application. On February 24, 2020, the federal government changed how they make public charge decisions. Now, using some types of Medicaid/AHCCCS*, EBT or food stamps, or federal housing could also harm your green card application.
Not all immigrants are subject to a public charge test. Using benefits not listed above will not hurt your green card application. Every situation is different. If you have specific questions, you should speak to an immigration attorney.
*Medicaid used in an emergency, or by children under 21, or by pregnant women up to 60 days after giving birth does not count against someone's public charge test.
Benefits That Do Not Count Against Your Green Card Application
* Public benefits used by your family members
* Emergency Medicaid/AHCCCS
* Medicaid/AHCCCS used by children under age 21
* Health care provided by community health centers
* Using unemployment benefits
Contact Information
To make an appointment with someone who can help you find low or no-cost health insurance, call
To find federally qualified community health center (FQHC) near you, visit
For free and low-cost immigration resources, visit
This document provides general information. This is not legal advice.
Un guía de recursos para inmigrantes y sus familias durante COVID-19
¿Puedo usar beneficios de desempleo?
Seguro médico y los cuidados de salud son especialmente importantes durante una emergencia nacional de salud pública. La propagación de COVID-19 ha puesto mucho estrés en varias familias. Usted podría calificar para asistencia financiera o médica si está enfermo, perdió su trabajo, o está cuidando de alguien con el virus. Este guía le ayudara a entender cuáles recursos podrían estar disponibles para su familia.
He oído que el gobierno va a mandar cheques a todos. ¿Yo también voy a recibir un cheque del estímulo económico?
Depende. El gobierno federal de EE. UU. estará enviando dinero a todos los que declararon impuestos el año pasado. Podría recibir un cheque del estímulo económico si usted declaró impuestos con un número de seguro social. Si usted es soltero y sus ingresos son menos de $75,000 al año podría recibir un cheque de $1,200, además de $500 por cada niño menor de 17 años que reclamó en sus impuestos de 2019. El dinero del estímulo económico no contara contra usted en un examen de carga publica y no impactara otros beneficios como SNAP o AHCCCS.
Usted no recibirá un cheque del estímulo económico si declaró impuestos en el 2019 usando un Número de Identificación Personal del Contribuyente (ITIN).
¿Cómo puedo encontrar cuidados de salud para mi familia durante
Si está preocupado de que alguien en su familia tiene COVID-19 no debería temer ir al doctor. El gobierno de EE. UU. ha dicho que recibir exámenes o tratamientos para COVID-19 no serán considerados durante un examen de carga publica y no afectará su inmigración o solicitud de residencia permanente.
Su familia podría ser elegible para recibir seguro médico a través de AHCCCS o KidsCare. Si no califica para AHCCCS o KidsCare puede recibir servicios médicos a bajo costo en un centro comunitario de salud.
¿Qué es la carga pública?
"Carga pública" es un examen usado por el departamento de inmigración de estados unidos para determinar si una persona puede recibir una visa o la residencia permanente. El gobierno considera varios hechos sobre la persona cuando toman la decisión de admitir a alguien al país, incluyendo sus ingresos, trabajo, edad, salud, educación, habilidades, tamaño de familia, y si la persona tiene apoyo de un ciudadano o de un residente permanente.
Un examen de carga publica decide si alguien va a poder vivir en los estados unidos sin ayuda del gobierno. En el pasado, el examen de carga publica solo consideraba el uso de asistencia en efectivo y el cuidado a largo plazo financiado por el gobierno. A partir del 24 de febrero 2020 el gobierno federal cambió el reglamento para determinar si una persona podría ser considerada una carga pública. Ahora, el uso de algunos tipos de Medicaid /AHCCCS*, SNAP (EBT o estampillas de comida), la vivienda federal/sección 8 podrían dañar su solicitud de residencia permanente.
No todos los inmigrantes son sujetos al examen de carga pública. El uso de beneficios no antes mencionados no afectará su solicitud de residencia permanente. Cada situación es diferente. Usted debe hablar con un abogado de inmigración si tiene preguntas específicas a su caso.
*El uso de Medicaid durante una emergencia, por niños menores de 21 años, o por mujeres embarazadas y hasta 60 días después de dar a luz no será considerado durante el examen de carga pública.
Importante
* Los beneficios públicos usados por miembros de su familia nunca contaran contra usted en su solicitud de residencia permanente.
* El uso de Medicaid (AHCCCS) en casos de emergencia nunca serán considerados en su solicitud de residencia permanente.
* Medicaid/AHCCCS usado por niños menores de 21 años nunca será considerado en su solicitud de residencia permanente.
* El uso de cuidados de salud en un centro comunitario de salud no será considerado en su solicitud de residencia permanente.
* El uso de beneficios de desempleo no serán considerados en su cambio de estado de inmigración o su solicitud.
¿Necesitas mas información?
Llame al 1-800-377-3536 o visite coveraz.org/connector para hacer una cita gratuita con alguien que le puede ayudar a encontrar seguro médico de bajo costo o sin costo.
Visite para encontrar un centro comunitario de salud cerca de usted.
Cada situación es diferente. Debe hablar con un abogado de inmigración si tiene más preguntas. Puede acceder recursos de inmigración gratuitos o de bajo costo visitando
Este documento provee información general sobre los cambios a la ley y no debe servir como consejo legal. | <urn:uuid:9c8ff149-d7a1-45ec-9813-b403eed5d9f1> | CC-MAIN-2021-04 | https://www.wsd.k12.az.us/cms/lib/AZ50000448/Centricity/Domain/17/COVID19ImmigrantResources.pdf | 2021-01-21T23:55:51+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00079.warc.gz | 1,055,110,824 | 1,920 | eng_Latn | eng_Latn | 0.499262 | spa_Latn | 0.786741 | [
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For the latest emergency alerts regarding severe weather and public safety concerns, scan the QR code above to sign up for emergency alerts.
For many more safety tips and important information about the Town of Ocean City, follow us on social media!
/oceancitypdmdinfo
@ocpdmdinfo
/ocpdmd
@ocpdmdinfo
Also visit us at www.ocpdmd.com.
To report a crime, a fire or to request emergency medical care, call 911.
For general police information, call 410-723-6610.
Bicycles make getting around Ocean City quick and simple. If you choose to ride a bicycle, follow these tips to help you stay safe.
- The safest place to ride is to the far right of the roadway. Never ride on sidewalks.
- Always ride with the flow of traffic.
- Use a bike lane, if provided.
- Always obey the rules of the road.
- Be predictable and make sure drivers can see you.
- If you are crossing the street, the most safe thing to do is get off the bicycle and walk across a marked crosswalk.
- Never use a cell phone or wear headphones while riding a bicycle.
- Riding a bicycle on the boardwalk is only permitted between 2 am and 12 pm.
- Register your bicycle at www.ocpdmd.com by visiting the "Programs" page.
Coastal Highway can be filled with fast moving cars and many pedestrians on the sidewalks. It is important to always use marked crosswalks when crossing city roads and remember these safety tips.
- Always cross the street at a marked crosswalk or intersection with a signal.
- Make eye contact with drivers when crossing busy intersections.
- Continue to watch for traffic the entire time you are in the crosswalk.
- Avoid distractions. Put your cell phone down and take out headphones when crossing the street.
- Never take unnecessary risks by crossing busy streets against traffic lights.
We're happy you chose to spend your summer in Ocean City, Maryland! We want you to have a fun, safe and memorable time while you're here. Below you will find a few additional tips to remember during your stay in Ocean City.
- Never hesitate to contact the OCPD when you are in need of help. It is our job to keep you safe. Call us at 410-723-6600 and an officer will respond to you.
- Keep your hard-earned money safe by putting it in a bank account. Never store large amounts of money in a hidden place at your residence.
- Never let a friend borrow a identification car, passport or social security card. Not only is this illegal but it could be lost or confiscated by law enforcement for false identification.
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BOARD OF DIRECTORS
Jack I. Dinaburg - President
Preventable injuries kill more children than cancer, more teens than suicide and more young adults than violence.
Robert E. Crandall - Vice President
Stewart R. Moscov - Vice President
Robert E. Cole, PhD-Treasurer
Carolyn E. Kourofsky - Secretary
Chennel Anderson
Greg Crandall
Jennifer Glanton-Ralph
Jane L. Glazer
Michael G. Hirsh, MD
Frank A. McGarry
Bishop David J. Singleton
Lidia R. Rohan, CEBT
Sharon P. Stiller, Esq.
Margaret M. Swift
PROGRAM DIRECTOR
Ellie Stauffer
ADVISORY BOARD
Iris Banister
Rick Costanza
Donna M. Dedee
B. Daniel Dillard
Captain Maria Figueroa
Harriet J. Kitzman, PhD
Salvatore Mitrano III
Mary Louise Musler
Wade Norwood
R. Wayne Powell
Joan Roby-Davison
Renee Temeckjian, PhD
Mission
Prevention 1st is a 501(c) (3) nonprofit, charitable organization whose mission is to reduce injuries from fire and burns, motor vehicle crashes, poisonings, drowning and falls.
Preventable injuries:
* Are the #1 cause of death of children, teens, and adults up to 44 years old.
* Are also a leading cause of death and disability for older adults.
* Cost the nation $80 billion every year in medical costs alone.
* Account for more than a third of all emergency department visits.
* Cost an estimated $406 billion in lifetime cost of injuries occurring in the U.S in a single year.
* Haven't gotten nearly as much attention as other leading causes of death, reduced quality of life, and health care costs such as smoking, obesity and diabetes.
* Are much easier to prevent than many other causes of death: by buckling a seat belt, checking a smoke alarm, or putting away clutter that can cause a fall.
Prevention 1 st Programs include:
* After the Fire: The Teachable Moment, helping kids, their classmates and families cope with the effects of a fire in their home or neighborhood. (See a teacher's story at http:// www.prevention1st.org/AftertheFire.htm)
* Safe at Home safety training workshops for agencies serving populations at high risk for injury including children and older adults.
* Safety for Special People workshops for agencies serving people with developmental disabilities, who are at higher than average risk for injuries.
* Home Fire Drill (www.homefiredrill.org), a biannual campaign to encourage everyone to have and maintain smoke alarms and CO detectors, and plan and practice their home escape.
Media Kit: http://www.prevention1st.org/Newsroom.htm | <urn:uuid:3db1dc99-a1ef-41ae-94a1-b904790412f5> | CC-MAIN-2021-04 | http://prevention1st.org/documents/About%20Prevention%201st%20Backgrounder.pdf | 2021-01-22T00:23:29+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00078.warc.gz | 85,457,581 | 598 | eng_Latn | eng_Latn | 0.99266 | eng_Latn | 0.99266 | [
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Dear Rainbow Class
I am looking forward to seeing you and welcoming you back from Monday 22 June. I cannot wait to hear your news, hear about the things you can do now and what things you have missed. I cannot wait to hear you read and see how brilliantly you have progressed in all your subjects. Home learning will still continue because you will only be in school for two days. Children who are not returning, you will be able to continue to learn from home following our weekly home learning grid. I will still keep in touch with you.
This week, Monia, Gozde and I will be getting the classroom ready. Some of the furniture will be moved out so that we have more space. Also, we will be creating boxes so that Pod A has their own resources and Pod B have their own resources. We will have some new rules so that everyone keeps safe and happy. We will still be able to have PE, Music, Quiet Reading, Science, Art and of course Literacy and Numeracy but we will need to stay within our classroom and allocated playing space. I will tell you more when I see you.
We are still Rainbow Class! Each of you make up Rainbow Class and even though we will be in two Pods we will still continue to learn lots and have fun.
See you soon. Love Amanda xx
Bonjour Rainbows
I hope you are all well. This week, I have continued to help Yuen with his homework and my long time friend to perfect his French. Yuen and I have decided to carry on with Joe wicks. We are doing a small work out every day. Thus week I have tried some recipes with recycled coffee grounds as it has very good properties. So far, I have made a face mask, a body scrub and an eye mask. Also, we went out for a walk to get some fresh air and spotted some beautiful, colourful flowers.
I helped Yuen with his Lego flying project by listening to what he needed, providing it for him and supporting him so that his project was successful. We used proper Aluminium balloons as they stay longer in the air and helium. We estimated how many balloons we would need to make the Lego ship fly. My estimate was 10-12 and Yuen's estimate was 6-8.In fact to make the small Lego ship fly we actually used 18 helium filled balloons! It was a fun and interesting project!
I am looking forward to see you soon. Keep smiling and having fun. Bisous, bisous Monia xxx
Hello Rainbows,
Hope you are well and keeping busy! I have visited our school on Friday and saw some friends from different classes. Keeping our distance, we had a quick chat and it felt really good!
This week, I have collected the peas. It is a lovely thing to eat something you grow! I also made bread for the firsttime using sourdough which is an active yeast that I started myself at home. Yeast is a tiny little living thing that can be found everywhere around us. There are different kinds of yeast and some are used in baking. The sourdough I made is smelly, but the smellier it gets, the yummier your bread is!
I miss experimenting with you Rainbows. I hope you find opportunities to do your own experiments at home.
Lots of love,
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COMMUNITY PROFILE
of SPRINGFIELD TOWNSHIP BUCKS COUNTY PENNSYLVANIA
Location: Springfield Township is a growing rural township in northern Bucks County approximately 5 miles southeast of the Allentown/Bethlehem metropolitan area and 40 miles north of the City of Philadelphia. It is the second largest municipality in the county in land area (30.78 square miles) and is predominately rural in character. Nearly 83 percent of the township land area consists of three primary land use categoriesrural residential (33.6 % of the total land area), agricultural (30.7 %) and vacant (18.6 %). A majority of the agricultural land is concentrated within the central portion of the township.
Governing body: Springfield Township is a Township of the Second Class under Pennsylvania law, and is governed by a 5-member Board of Supervisors who are elected at large for 6 year overlapping terms (one every two years during the municipal elections).
Staff: The current staff consists of 8 full-time positions including the Township Manager/Secretary/Treasurer and an administrative assistant. The public works duties are handled by a road department consisting of two full-time employees. The zoning and code enforcement responsibilities are handled by a full-time employee of the township. Police services are provided by the three full-time police officers and one part-time secretary. The Township solicitor and engineer serve on a contracted basis.
Sewer Authority: The Township had its own sewer authority , but their responsibilities were recently assumed by the Board of Supervisors. The current infrastructure consists of a small collection system which services the Zion Hill section of the township.
Water Services: the Township administers a small community water system in the Springtown area of the township.
Budget and taxes: The 2005 total Township budget is approximately $1,200,000. Earned income taxes are the primary revenue source.
School District: The Township is part of the Palisades School District.
History: The first permanent settlers of Springfield Township were English and Scotch-Irish who moved up the Cooks Creek valley from the Delaware River. German colonists joined this settlement by moving up from Philadelphia to Quakertown and finally to Springfield. Most of the English were land speculators, while most of the Germans were settlers. Thus, it was the Germans who would have the largest influence on the development of the township.
Colonists first settled in Springfield Township along streams or near the many springs found throughout the hillsides. There they built their homes and cleared the land for farming.
Springfield Township was originally part of lands belonging to the Lenape Indians. William Penn, although already holding title to all land in the province under a grant from Charles II of England, still negotiated land purchases from the Lenapes. The areas composing Springfield Township were not acquired from the Lenapes until the Walking Purchase of 1737, when John and Thomas Penn secured the remainder of Bucks County, as well as lands composing present-day Lehigh and Northampton counties.
The township was officially incorporated in 1743. Springfield Township was named for its abundance of hill and meadow springs. As the agricultural economy of the township developed, schools, mills, churches, and general stores were built to serve the growing population.
During the remainder of the 1700s, villages developed at crossroads where waterpower was available to operate the grist and saw mills. Springtown became the largest of these villages. Springtown was located along a major road and surrounded by some of the best farmland in the area. In 1737 the town contained six to eight houses, a tavern, and a store. By 1896, the village contained two churches, a tavern, a store, mills, and 40 houses.
Springfield Township remained a largely agricultural-based community throughout its entire history, supplying meat, crops, and dairy products to the region. With the development of Allentown, Bethlehem, and Philadelphia as centers for manufacturing in the late nineteenth and early twentieth centuries, the population of Springfield declined.
Today's Growth and Demographics: Between 1980 and 1990, Springfield's population grew slightly with a few single-family homes on a couple of acres. The township and its surrounding municipalities have grown by about 3,181 housing units and 7,002 people from 1990 to 2000, while Springfield itself only grew by 34 housing units while losing 214 residents in that same time period.
Area communities, such as Richland, Milford, and Upper and Lower Saucon townships, have begun to experience increased development pressures and Springfield Township may be next in line according to the comprehensive development plan. Due to its proximity to major highways (I-78, the Northeast extension of the PA turnpike, and PA Route 309), its wealth of natural and historical resources, and its large amount of open land, Springfield Township has the potential for a substantial increase in new development.
(For additional in-depth information about the Township, you may refer to the Comprehensive Plan, available in PDF and HTML formats on our website: www.springfieldbucks.org) | <urn:uuid:5dee8e03-6768-4157-8cc1-80394ab75a9b> | CC-MAIN-2021-04 | https://www.springfieldbucks.org/uploads/community%20profile.pdf | 2021-01-21T23:11:26+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00079.warc.gz | 989,616,119 | 1,046 | eng_Latn | eng_Latn | 0.998301 | eng_Latn | 0.998332 | [
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THE BIG IDEA | We can show others mercy.
SCRIPTURE | 1 Samuel 24:1-18
So far, we learned about how God helped David be brave by choosing him to become the king, and using David to take down the giant Goliath. Today, we'll see how David showed he was brave by showing mercy and how we can show mercy to others, too.
INSTRUCTIONS: Look up 1 Samuel 24:1-18 in your Bible and encourage the kids to do the same. Read it!
In the chapters leading up to today's passage, David had become a hero in the eyes of the Israelites, especially after he fought and defeated Goliath. Saul, who was king at the time, became jealous of David's success and popularity, so much so, that he wanted to harm David. David knew this, so he ran and hid from Saul, and that's where we pick up the story.
* How many troops did Saul send after David?
* Where did Saul and David end up together?
* What did David's men want David to do to Saul?
* How did David respond?
* David could have used that opportunity to get rid of Saul for good. After all, his own life would have been spared. But David chose another way. He showed mercy to Saul.
* How did Saul respond to David?
* Two lives were changed that day: David showed mercy to someone who wanted to harm him and Saul received mercy that he did not deserve.
* The same thing happens when we show mercy to someone. We feel at peace and the other person feels gratitude.
ACTIVITY | Mercy Mosaic
INSTRUCTIONS: Give each kid a four-by-four square of light-colored construction paper. Encourage them to think of ways we can show mercy and compassion to others and write them on these paper squares. Then, make a mosaic by attaching the papers to a poster board or larger piece of paper to remind the kids to show others mercy often.
DISCUSSION
How can you respond to someone who has hurt you?
Read Luke 6:36. How has God been merciful to you this week?
Do you know anyone who needs to be shown compassion? How can you show compassion to them?
PRAYER
Dear God, we are so glad You show us mercy every day. You love us so much and you are very kind to us. God, please help us to show mercy to others.
MEMORY VERSE | Isaiah 41:10 (NIV) | <urn:uuid:a2acd94f-04c1-4e30-a30d-262e7af7d03d> | CC-MAIN-2021-04 | https://lakewoodvineyard.com/wp-content/uploads/2020/08/Elementary-additional-resources-for-parents.pdf | 2021-01-22T00:43:15+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00077.warc.gz | 422,276,439 | 513 | eng_Latn | eng_Latn | 0.994526 | eng_Latn | 0.995182 | [
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Lonehill Little Learners – Home Programme Gr 00
This is an outline of our daily routine, please refer to the table below for ideas for each of the activities below:
* Concept
* Circuit/ Gross Motor skills
* Choose a book for the day- examples of popular stories
* Creative/baking
* Physical Games-throwing/catching/ running
* Sit down activity (independently)- puzzles, playdough, cutting
* Outside play
* Inside games- open ended- blocks, lego, animals
These are just some ideas of activities you can do, choose one or two activities from each section every day. These are concepts that we have covered at school already.
| Duratio | n | | Concepts | Activities |
|---|---|---|---|---|
| 3 min +- | | Colours: Yellow/ Red/ Blue/ Green / Orange / Purple | | |
| | | Shapes: Circle/ Triangle/ Square/ rectangle | | |
| | | Counting 1,2,3,4 only | | |
| | | Rote Counting to 10 | | |
| | | Sorting Duplo Blocks Sort Animals Shapes and Colours | | |
| | | Patterns | | |
| Dura | tion | Life Skills |
|---|---|---|
| 2 min +- | | Life Skills |
| Durati | on | Creative/ Baking |
|---|---|---|
| 10-15 min | | Finger paint (attached recipe on Whatsapp Group) |
| | | Drawing with waxies, koki’s, chalk, pencil crayons |
| | | Paint with water |
| | | Collaging |
| | | Playdough (attached recipe on Whatssapp Group) |
| | | Shaving cream – Window/ Table |
| | | Tactile Tray (Popcorn seeds/ Pasta/ Rice/ Water with bubbles/ flour/ shaving cream) |
| | | Baking |
| | | Puzzles |
| Duration | Language Development |
|---|---|
| 5-10 mins | Ø Stories (these are just some examples; use any books you have) Julia Donaldson Books -The Gruffalo -A Squash and a Squeeze - The Hungry Caterpillar |
| 4 mins | Ø Theme discussion (Theme’s we have already discussed) |
| 10-15mins | Circuit/Gross Motor/Physical Activiti activities | es/Outside |
|---|---|---|
| | Balls | |
| | Hopping/ Jumping / Skipping | |
| | Circuit | |
| Durati | on | Inside Play |
|---|---|---|
| 20 mins | | Block play (wooden blocks, lego, bristle blocks) |
| | | Playdough |
| | | Puzzles |
| | | Creative and Imaginative Play |
| Durati | on | Music/Movement |
|---|---|---|
| 5-10mins | | Play Music |
| 5 mins | | Songs and Rhymes |
Other fun ideas you could try:
These ideas might be good for the weekend or when you have a bit more time together. Pop onto Pinterest and you will find some lovely ideas there too.
* Go on a bug hunt
* Have a tea party of picnic in the garden
* Play in the sprinkler
* Draw outside with chalk
* Play dress up Walk the dog Play go fish
* Wash the car
* Build a bird feeder (pine cone)
* Watch the clouds
* Have a pajama party
* Blow up balloons- keep them up in the air by hitting them
* Play Charades or Pictionary
* Play a memory game
* Set up a mini library-read books together
* Do a science experiment (make a volcano, egg in vinegar)
* Play I-spy
* Plant a veggie garden
*
Play a game of picture bingo
* Use paper and crayons and do a leaf and bark rubbing
* Create your own stress balls using balloons and flour
* Bake some cookies
* Make a marble run
* Create something with air drying clay
* Make paper planes
* Box construction- create a car, dinosaur, house using old boxes
* Make jelly/ slime
* Camp out in your living room. | <urn:uuid:c10f129c-8701-4afd-b59f-205f9011ec3a> | CC-MAIN-2021-04 | https://dl.airtable.com/.attachments/49bfd1ac43b1155689eea3d5583263cb/0f79bf01/KidsHomeprogramme-Lonehillprimary2020.pdf | 2021-01-21T23:20:07+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00079.warc.gz | 299,569,858 | 1,018 | eng_Latn | eng_Latn | 0.979104 | eng_Latn | 0.989353 | [
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